This weeks blogs of the week focus on deliberate practice and its essential role in facilitating learning.
- Practice files: A culture of practice by Harry Fletcher-Wood.
- Practice makes perfect but only if you practice beyond the point of perfection by Daniel T Willingham.
This weeks blogs of the week look at challenge and how this can be achieved in various different ways across the curriculum. Both posts nicely summarise what is meant by challenge and ‘challenging work.’ They also provide a number of strategies to use in the classroom tomorrow.
- Challenge – success for all: https://classteaching.wordpress.com/2014/02/27/challenge-success-for-all/
- Great lessons number 3 – Challenge: http://headguruteacher.com/2013/01/31/great-lessons-3-challenge/
Two blogs this week that have helped with reflecting on what great teaching may be…
If you are looking to reflect upon a particular aspect of your teaching this post by Shaun is a great place to start.
In this post Tom outlines and commits to act on his reflections by listing things he intends to try in order to improve his teaching.
I wanted to write a definitive post for NQTs but was struck by how many useful posts already exist. Instead of repeating what others have already written, this post will serve to index some great advice from some remarkable people. The is predominately for new teachers but will also serve as a timely reminder to all teachers at any stage in their careers.
- It is completely normal | Sue Cowley | @Sue_Cowley | Blog
- ‘Crowd wisdom for NQTs’ iBook | Rachel Jones | @rlj1981 | Blog
- A letter to my NQT self | Chris Hildrew | @chrishildrew | Blog
- Contemporary educational ideas all my staff should know about | Tom Sherrington | @headguruteacher | Blog
- The pedagogy postcards series | Tom Sherrington | @headguruteacher | Blog
- This much I know about why all of us must improve our teaching | John Tomsett | @JohnTomsett | Blog
- Back to school series | David Didau | @LearningSpy | Blog
- Some quick tips for NQTs and Trainees | @OldAndrewUK | Blog
- What I wish I knew then | Mark Anderson | @ICTEvangelist | Blog
Stop doing I.T. wrong! by David Morgan (@lessonhacker)
Digital learning is not something to be scared of or to be worried about.
It’s just learning.
No one called it ‘Pen based learning’ when we moved away from slate tablets, but I’m sure there were a few people reluctant to change their ways, or that didn’t quite ‘get’ the point of pens. In any case, digital learning is here to stay and should be a part of every lesson in some form, if only because it saves you time!
Why? I’ve struggled to get 100% attention from students 100% of the time. Quite often when I instruct students I’ll use the “3,2,12 technique to get students attention, which works well. But I then struggle to retain attention. This is made especially difficult when teaching in a Computing room – the lure of the computer screen can be too much for students. A typical instruction will have to be halted within seconds to address students who’s eyes have wondered back to their computer screen.
Possible solution. I needed a routine to retain student attention. I started my research by looking at Doug Lemov’s excellent collection of videos for his ‘Teach like a Champion’ book. I came across the video below.
It was during the video I saw a poster on the wall of one of the classrooms with the word ‘SLANT.’ Further investigation led me to discover the meaning of this term. SLANT is a strategy used to get students to pay attention not only when the teacher is talking but also when a student contributes to a discussion. An overview of the strategy can be found below…
Sit up: What is the right posture to sit in the classroom? Is it to rest your head on your hands, sit slouched in your seat or put your head down on the table? These are all positions that will put students to sleep. In order to develop attentive listeners, it is essential to encourage students to sit up straight with their back against the seat, feet placed firmly on the ground and hands on the table. This is the optimal position to ensure good learning and processing of information.
Lean forward: Another position that is critical to promote active listening is leaning forward. Students should be taught to lean forward during a lesson. It may also help teachers understand the interest level of the class and fine tune their presentation to make it more interesting for the students.
Ask and answer questions: This component can liven up the classroom and encourage students to be active in their learning process. Encourage them to clarify their doubts, answer questions, and discuss or debate on ideas. These question and answer sessions can help activate their thinking, encourage critical analysis of the content and strengthen their understanding of the lesson.
Nod your head: Nodding one’s head is a form of nonverbal communication to indicate that the lesson has been understood. When a teacher observes a student nodding his/her head, they may proceed with the lesson. On the other hand, failure to nod will signal that the student has not understood the lesson and the teacher may need to clarify or explain further. “N” can also stand for ‘noting down and naming key information’ which enables students to retain the information and makes learning stronger.
Track the speaker: The attention span of every student is different. Tracking the speaker is a visual cue to be attentive. Students should be encouraged to track both the teacher and other students who are presenting in class. The conscious effort to track the speaker will help students to be attentive at all times and prevent them from getting lost or daydreaming in class.
Taken from Professional Learning Board.
Outcome. I am in the early stages of trialing this technique with Year 7, 8 & 9 students. I have found ‘Track the speaker’ particularly useful as a cue for students to pay attention to whoever is speaking. At the time of writing it has taken a lot of hard work to embed the routine but I am beginning to see more students listening to instructions and positively engaging in class discussions. Other teachers in my department have also started to embed these commands and the initial feedback from them is positive. One restriction at the moment is that students are only exposed to the routine in my classroom for 50 minutes a week so they don’t get to practice as often as I’d like. This means I have to continually remind them, but I believe the effort I put in is worth the outcome.
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Feedback. Please let us know how ‘SLANT – Building habits in the classroom’ worked for you. Leave a comment on this post or tweet us at @nslhub.
As every school does we wanted to improve the quality of T&L and I am a firm believer in doing this through the sharing of good practice, as we have, and had, loads of great practitioners in school in lots of different departments. To share all of the ‘gems’ that everyone had in their toolkits we put together ‘Robert Blake’s Best Bits’ which is a collection of all the bits that make our teaching great. We asked every member of staff to contribute at least one idea that could be used generically by other staff in other subjects around the school, all of which were completed on a common format of a powerpoint slide. These were then collated, organised into different sections and shared with staff. Immediately we had helped create a culture where people were more open about sharing their teaching and helping others. The off-spring of this was we had more staff doing learning walks to see these gems in action in the classroom and T&L took on a greater priority with staff.
Resource. NSL TeachMeet presentation (PDF)
From this we wanted to further embed the culture of sharing T&L so we created the ‘Learning Lunches’ where every fortnight we would put on a buffet (£1.50 per head!) for teachers where 3 ideas from RBBB would be presented and explained. This led to a huge uptake in the ideas and the resultant conversations that were generated as a result of seeing the idea. Our SENCo then developed the idea for LSAs (as we couldn’t fit all staff in our food room where we have the Learning Lunches!) as they have a Learning Breakfast every fortnight, during PSHE lessons, to share their best practice.
The beauty of RBBB is that any one person can initiate and develop the idea. As a class teacher you can create your own ‘best bits’ then begin to share with other people, hopefully making the scheme whole-school. The Learning Lunches can happen informally without providing lunch for staff but putting on the buffet is hugely appreciated by staff who value the school’s commitment to developing T&L.
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Feedback. Please let us know how ‘Learning lunches’ worked for you. Leave a comment on this post or tweet us at @nslhub.