Empfohlen
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Ähnlich wie How Technology Supports Effective Teaching
Ähnlich wie How Technology Supports Effective Teaching (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
How Technology Supports Effective Teaching
- 1. Looking Through the Classroom Window Technology for Effective Teaching
- 2. The altruism of educators isThe altruism of educators is responsibleresponsible for a loss in teacher effectivenessfor a loss in teacher effectiveness Technology in education has beenTechnology in education has been directed wholly at the studentdirected wholly at the student evidenced by the quality of the processes,evidenced by the quality of the processes, expectations and improvements leadersexpectations and improvements leaders develop to support improved learning anddevelop to support improved learning and teachingteaching Effective educational leadership isEffective educational leadership is evidenced by the quality of the processes,evidenced by the quality of the processes, expectations and improvements leadersexpectations and improvements leaders develop to support improved learning anddevelop to support improved learning and teachingteaching
- 3. There needs to be development inThere needs to be development in technological tools to support teacherstechnological tools to support teachers Student self-assessment Teacher credibility Assessment FOR Learning Effective questioning and discussion Teacher clarity Effective feedback Reciprocal teaching Teacher - student relationship Metacognitive strategies taught and used Spaced vs mass practice
- 4. Demands on the TeacherDemands on the Teacher Teach 30 students per classTeach 30 students per class Understand and meet the needs of each of studentUnderstand and meet the needs of each of student Plan learning based on the needs of each studentPlan learning based on the needs of each student Ensure that all students understand and provide eachEnsure that all students understand and provide each with feedback to move learning forwardwith feedback to move learning forward Frequently assess each studentFrequently assess each student Share learning progress with across the learningShare learning progress with across the learning communitycommunity Ensure that learning meets government guidelines and accountabilityEnsure that learning meets government guidelines and accountability measuresmeasures Manage the behaviour of each and every studentManage the behaviour of each and every student Surely technology can Surely technology can help teachers in being help teachers in being effective here! effective here!
- 5. Kids in Control Students empowered Teachers feel disempowered Mutual accountability is missing Optimal Zone Students empowered and engaged Students accountable Teachers supported professionally Teachers accountable for student learning Toxic Zone Busy work pervades Students disempowered No one accountable for learning Teacher Control Students subject to teacher direction Teachers professionally supported Mutual accountability is missing StudentsupportinlearningenvironmentStudentsupportinlearningenvironment Teacher support in learning environmentTeacher support in learning environment Effective Learning ContextsEffective Learning Contexts
- 6. Fools worry about what they knowFools worry about what they know and what others do not, rather than theand what others do not, rather than the reversereverse One key understanding - to improve achievement in aOne key understanding - to improve achievement in a school, all teachers must take responsibility for allschool, all teachers must take responsibility for all learners (not just those in their own classes)learners (not just those in their own classes) Managing LearningManaging Learning
- 7. LearningLearning ProgressProgress Informing TeachingInforming Teaching - ‘hinge’ questions linked to learning- ‘hinge’ questions linked to learning intentions from which teachers make on the spot decisionsintentions from which teachers make on the spot decisions about ‘where to now’?about ‘where to now’? Assessment FOR LearningAssessment FOR Learning - common ‘chunk’ tasks that- common ‘chunk’ tasks that lead students development of key understandings... Primelead students development of key understandings... Prime feedback opportunitiesfeedback opportunities Assessment OF LearningAssessment OF Learning - end of unit pieces the provide- end of unit pieces the provide students the opportunity to display the breadth and depth ofstudents the opportunity to display the breadth and depth of their learning. Data to inform ‘next’ teachingtheir learning. Data to inform ‘next’ teaching
- 8. THE EFFECTIVENESS DILEMMATHE EFFECTIVENESS DILEMMA Recognised need toRecognised need to improve teacherimprove teacher effectiveness &effectiveness & accountabilityaccountability A culture ofA culture of isolationism andisolationism and scepticism of reviewscepticism of review We know, fromWe know, from research, a range ofresearch, a range of effective strategies -effective strategies - let’s implement themlet’s implement them Why aren’t we trustedWhy aren’t we trusted as professionals?as professionals? Leave us aloneLeave us alone We have the data andWe have the data and evidence to show you what worksevidence to show you what works Trust us as professionals,Trust us as professionals, we think we know what workswe think we know what works SystemSystem We trust you as professionals,We trust you as professionals, here is help to show us what workshere is help to show us what works Here is data andHere is data and evidence demonstrating what worksevidence demonstrating what works ProfessionProfession
- 9. My Learning Communication webMy Learning Communication web
- 10. SUPPORTING PRACTICESUPPORTING PRACTICE Collaborative identifying of essential standard(s) Review student achievement map for essential standard(s) Collaborative development of learning intention(s) + assessment planning Clarifying and sharing of learning intentions Moderate student achievement and reflect on teaching success Elicit evidence of students’ learning + work on feedback loop Repertoire of effective teaching strategies to promote learning Share student learning progress and complete ‘next action’ goal setting
- 11. Learning managementLearning management LMS and My LearningLMS and My Learning Web presentation for studentsWeb presentation for students Classroom monitoring for teachersClassroom monitoring for teachers Online submission, return andOnline submission, return and tracking of summative worktracking of summative work Detailed monitoring of formative progress,Detailed monitoring of formative progress, summative progress and benchmark testingsummative progress and benchmark testing Teaching seen as presentation of informationTeaching seen as presentation of information and marking of summative workand marking of summative work Teaching based in planning for students,Teaching based in planning for students, trialling effective classroom practice, self /trialling effective classroom practice, self / peer / teacher feedback, reviewpeer / teacher feedback, review Community invited to viewCommunity invited to view learning progressionlearning progression Community implicitly involved in andCommunity implicitly involved in and integral to learning progressionintegral to learning progression Relatively untested in promoting teacherRelatively untested in promoting teacher effectiveness and student achievementeffectiveness and student achievement Built on research promoting effective teachingBuilt on research promoting effective teaching methodology for improved student achievementmethodology for improved student achievement
- 12. DATA entry and usageDATA entry and usage Unobtrusive monitoring from planning to review Unobtrusive monitoring from planning to review Teachers and leaders can set the focus forTeachers and leaders can set the focus for learning progresslearning progress Teachers can clearly analyse a student’sTeachers can clearly analyse a student’s understanding or skill development in aunderstanding or skill development in a discipline over all years monitoreddiscipline over all years monitored Teachers can also filter by specificTeachers can also filter by specific understanding or skill development andunderstanding or skill development and examine their class’ progressexamine their class’ progress Teachers can easily monitor study skillsTeachers can easily monitor study skills development and provide effective,development and provide effective, recorded feedbackrecorded feedback Teachers can easily monitor study skillsTeachers can easily monitor study skills development and provide effective,development and provide effective, recorded feedbackrecorded feedback Should teachers want to complete class entries with oral feedback, there are modesShould teachers want to complete class entries with oral feedback, there are modes for this alsofor this also
- 13. My Learning Helps Teachers and Schools...My Learning Helps Teachers and Schools... Feel trusted that they can manage student learningFeel trusted that they can manage student learning Be informed to make the best teaching decisions and choicesBe informed to make the best teaching decisions and choices Keep all stakeholders informed about student learning andKeep all stakeholders informed about student learning and behaviourbehaviour Use system data for planning, reports, moderation, identification andUse system data for planning, reports, moderation, identification and profilingprofiling Enact meaningful change for effective teachingEnact meaningful change for effective teaching
- 14. Let’s show you...Let’s show you...
- 15. Technology Promoting Effective Teaching info@mylearningtools.com.auinfo@mylearningtools.com.au @HQLearning@HQLearning my learningmy learning
Hinweis der Redaktion
- I would like to spend a short amount of time talking more in depth about the dilemma of implementing strategy focused on improving teacher effectiveness. As demonstrated at the ACER conference this year, there is a recognition of, and genuine interest in, what comprises effective teaching. This recognition is across the spectrum, from systems and governing bodies to individual teachers. While systems have the overwhelming desire to implement strategies focused on improving teacher effectiveness, teachers are frequently grappling with moving from a very safe and isolated professional environment. In a direct form, moving meaningfully on teacher effectiveness is too big a jump unscaffolded. In this paradigm, the arguments can be reduced to this...(click) and begin to exemplify the polarisation seen in the profession during EB negotiations. To deal with this, I believe ML can play a critical role. ML can go a decent distance to flipping this polarisation and realigning how NSW DEC gather data on teacher effectiveness and student achievement. Importantly, it can guide the putting in place of a process that guides teachers in developing their professional practice.
- Communication in ML is the core concern of the system. ML brings all stakeholders into the picture of improving learning and achievement. Students, teachers, parents and systems all have a critical role in ML, not a superficial role on any front. ML doesn’t invite sporadic views. Instead, it requires all stakeholders to contribute to the system regularly, and take from the system regularly. This happens through the monitoring of learning through formative progress, feedback and goal setting. It happens in the snapshots of learning regularly shared with the community. It happens in the goal setting and teacher planning activities that feed the system. And we are sure there are more ways that systems can gain from and contribute to the program.
- There is a clear 8 step process teachers follow when using ML...
- I would like to talk about how our work has led to the development of a system that is very different from most LMS The majority of LMS have web presentation of work and interactive tools for students as their driving force. Students are invited to access resources and explore things on the web. The tight parameters tend to be in submitting assignments and receiving grades within the system. Sometimes, there is a small amount of organisation put into monitoring student progress. ML has classroom monitoring and formative progress as the core function. It places responsibility for monitoring student achievement in the hands of the teaching professional and the student. Importantly, it places emphasis on the whole learning process. Most LMS ‘invite’ the students and relevant stakeholders to view student progress. Some allow the parent to contact the teacher via email in this module. ML does not invite, it is built on promoting meaningful learning partnership. It regularly emails relevant stakeholders meaningful summaries of student progress, requires students to engage in reflection on their learning (as part of the summary), and requires goal setting action to be engaged in by students in collaboration with caregivers. As stated just before, most LMS are focused on presentation of information and the marking and recording of summative work. ML is driven by a process where teachers plan learning and teaching from the information on student learning they have, they trial effective classroom practice and reflect upon it, they develop meaningful feedback loops that both give and receive appropriate next actions for the teacher and for the learner. Most LMS are untested in the effects they have on student achievement, and certainly in the effects they have on developing effective teaching practice. ML is built on effective teaching research that provides the basis for ongoing improved student achievement.