Quality teaching the need for a common framework
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Quality Teaching – The Need for a Common Framework. Prof. John Stannard CBE FRSA Principal Consultant CfBT Education Trust. National Strategic Plan. Ministry of Education committed to providing:

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Quality Teaching – The Need for a Common Framework

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Quality Teaching – The Need for a Common Framework

Prof. John Stannard CBE FRSA

Principal Consultant CfBT Education Trust


National Strategic Plan

Ministry of Education committed to providing:

‘Quality education... of international standard, which fosters valuable and marketable skills and encourages a life-long learning orientation that will contribute to a harmonious and politically stable society...in which our students’ learning attainments are comparable with international standards.’

Strategic Plan 2007-11 (p5)


Factors affecting standards

Non-school factors

  • parents

    • opportunity, experience, attitudes

  • peer group

    • belonging, conforming, roles and relationships

  • system factors:

    • national curricula

    • testing and assessment policies

    • too much pressure with too little support

    • professional culture resistant to change


Factors affecting standards

School Factors:

  • Some schools have major impact despite socio-economic factors

  • Individual school performance can vary widely

  • Weaker schools can improve rapidly and significantly

  • Challenge of moving up from adequate to good

  • Homogeneous school performance is more often a sign of system-wide weakness than strength


Sustained school improvement mainly due to:

  • School culture and climate – behaviour, expectations, relationships, ground rules

  • Quality of leadership:

    • promoting the vision for staff, pupils and parents

    • monitoring and tracking at every level to identify and respond to weaknesses

    • clear and supportive performance management to assure quality

  • Persistent focus on improving teaching quality with common policy for all.


Sustaining improvement

  • Last year’s improvement mainly due to:

    • effects of sharper focus

    • external support for students.

  • May be a further year’s improvement from these effects

  • Improvements in teaching quality are the key

  • Some system improvements may also be needed

  • Value of agreed principles and practices – a Common Framework for teaching and learning


A Common Framework for learning and teaching

  • A practical policy with clear, observable criteria to underpin quality and improvement

  • Can be applied to all subjects, not just English

  • Commitment from teaching community e.g. at national. subject, school, department levels

  • Foundation for professional development

  • Criteria for assessing quality of learning and teaching

  • Aligned with aims and principles in MoE Strategic Plan.


SUCCESSFUL

LEARNING??

successful teaching grounded in successful learning

SUCCESSFUL TEACHING??


What do successful learners do?


What successful learners do

They:

  • achieve

  • learn actively

  • progress towards increasing independence

  • work collaboratively

  • have positive learning attitudes.


SUCCESSFUL

LEARNING

ACTIVE

STRATEGIC REFLECTIVE

COLLABORATIVE LEARNING

INCREASING

AUTONOMY

POSITIVE ATTITUDES

A COMMON FRAMEWORK

SUCCESS AND ACHIEVEMENT

SUCCESSFUL TEACHING??


IMPLICATIONS FOR TEACHING

Two prerequisites:

  • Expert subject and curricular knowledge

  • Detailed knowledge of individual students – achievement, progress and learning needs


Five characteristics of effective teaching

  • Assessment for learning

  • Interactive teaching strategies

  • Teaching active learning strategies

  • Class management: practical ground rules for behaviour and learning

  • Effective planning and lesson structure.


1. Assessment for learning

  • objectives/targets for every student

  • diagnostic teaching - assessment integrated in the teaching process

  • systematic and frequent individual pupil tracking

  • rapid response to needs and problems, at the point of learning

  • involving students in assessment of their own progress

  • promoting confidence and success for every pupil.


2. Interactive teaching

  • differentiation to include all students

  • building on students’ contributions

  • promoting language production – speaking and writing:

  • moving students from informal (context-bound) to more formal (context-free) uses of language

  • ‘scaffolding’ new learning

  • responding constructively to misconceptions

  • making time to think and to work in depth.


3. Teaching active learning strategies:

  • planning, monitoring, checking and self correcting

  • information retrieval,

  • investigation and problem-solving,

  • uses of imagination, play and exploration

  • hypothesising and testing

  • inference


4. Classroom management

Common ground rules and established routines for:

  • behaviour

  • class and group discussion

  • what to do if stuck or when finished

  • routines – getting attention, noise levels, transitions

  • resources – organisation and access

  • management of time in lessons.


5. Planning and lesson structure

Lessons with:

  • realistic, observable learning objectives

  • managed progression from directed to independent work

  • focussed group work for collaboration and teaching

  • plenaries for reflection and self-evaluation

  • well planned organisation and resources.


SUCCESSFUL

LEARNING

ACTIVE LEARNING

COLLABORATIVE LEARNING

INCREASING

AUTONOMY

POSITIVE ATTITUDES

A COMMON FRAMEWORK

SUCCESS AND ACHIEVEMENT

ASSESSMENT FOR LEARNING

PLANNING &

LESSON STRUCTURE

INTERACTIVE TEACHING

CLASSROOM MANAGEMENT

TEACHING ACTIVE LEARNING STRATEGIES

SUCCESSFUL TEACHING


Evidence from teacher observation

main strengths to build on:

  • lesson planning

  • classroom management

  • use of resources

  • subject knowledge

  • teachers’ general rapport with class.


Evidence from teacher observation

areas for improvement

  • differentiation and inclusion

  • student involvement

  • students’ progress in lessons

  • promoting students’ use of English

  • fostering independence.


CfBT Commitments

  • Work with teachers to develop a common framework for learning and teaching

  • Focus on effectiveness i.e. quality of learning

  • Increase emphasis on school-based, on-the-job, support:

    • sharing and demonstration

    • mentoring

    • problem-solving

    • resource development

    • action research in the classroom

  • Strengthen partnership with local teachers to sustain improvement.


A Framework for Learning and Teaching


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