 Characteristics of effective teaching and learning  TPR teaching approach  Interactive learning environment

What are the characteristics of effective teaching and learning? Discussion in pairs List five characteristics of effective teaching and learning Share ideas in small groups

Some characteristics of effective teaching and learning In pairs, match these pictures to possible characteristics listed on the handout C B A D

Some characteristics of effective teaching and learning In pairs, match these pictures to possible characteristics listed on the handout G F E G H

Day 2 Session 1 – 1 Active learning Learning from own experiences: Allows learners to experiment, construct meaning and develop understanding Relates new knowledge to existing knowledge Making mistakes makes us check and refine our understanding Results in deeper learning Changes attitudes Picture F

Structured group work: Improves interpersonal and communication skills Improves acquisition of information and higher-level thinking skills Promotes positive interdependence – ‘we succeed together’ Can break down barriers between learners Day 2 Session 1 – 2 Collaborative learning Picture B

Meeting the individual learning needs of each learner: Increases progression of understanding and skills Improves confidence and motivation Stimulates creativity by helping learners to understand ideas better Benefits all learners Can raise expectations for all learners Day 2 Session 1 – 3 Differentiation Picture H

Day 2 Session 1 – 4 Cross-curricular links Creating links between subjects: Adds breadth and balance to the curriculum Allows deeper learning Provides a broader range of skills Can help with progression of understanding and skills Can help to put learning into a more meaningful context Can make learning more motivating Picture C

Checking learning and giving feedback to inform learning: Improves motivation and self- esteem Gives direction to teaching Provides opportunities for learners to improve their work Helps learners to understand how to learn more effectively Day 2 Session 1 – 5 Responding to learners’ needs Picture A

Learners talking about a task: Gives learners more ownership Encourages transfer of knowledge and skills between learners Encourages deeper understanding Provides opportunities for learners to reflect on their progress and decide what to do next Challenges and motivates learner Day 2 Session 1 – 6 Learning conversations Picture D

Using technology: Offers exciting tools for active learning Can be motivating Can be used to research, communicate, collaborate and create Can give learners more ownership of a task by allowing them to search for information and find their own tools Allows opportunities for learning outside the classroom Day 2 Session 1 – 7 Using e-learning and new technology Picture G

Day 2 Session 1 – 8 Modelling An expert giving an example whilst explaining their accompanying thought processes: Exposes learners to subject content and expert thinking simultaneously Breaks a task into steps, allowing learners to become increasingly independent Stimulates reflection on the processes Picture E

What aspects of active learning can you recognize from this activity? What made this a successful learning experience?

Mummy

c A t

D o G

1. What a classroom would need to look like? 2. How would it be set up\organized\what needs to be included and why? 3. Does the classroom arrangement affect to children’s learning?

What types of classroom arrangement do you know?

Traditional methodTPR method Teachers centeredStudent …………….. Too much spoon feedingActive ………………… Non communicativePlurally ……….. Error as a ‘sin’Error is a part of ……… Teacher explains everything Teacher gives ……………….. Students are listenersStudents are ………….

Strategy/approachProcessGains and benefits Thinking time: Consciously waiting for a learner or class to think through an answer (before you break the silence) e.g secs Provide time between setting the question and requiring an answer. Sometimes alerting learners to the approach and the time available to develop an answer. No hands questioning: Using the ‘no hands up’ rule Ref. AfL publication - Working Inside the Black Box. Learners aware that those required to give an answer, will be selected by the teacher. Teachers alert them to this as questions are asked. Linked to ‘thinking time’. Basketball questioning: Move questions and discussions between learners Teacher establishes movement of ideas and responses around the class. Builds on other learners’ ideas and comments. Accepts ‘half-formed’ ideas. NB not ‘ping-pong’ Conscripts and volunteers: Using a planned mix of ‘conscripts’ and ‘volunteers’ Teacher selects answers from those who volunteer an answer and an equal amount of those who do not.

Strategy/approachProcessGains and benefits Eavesdropping: Deploying specific targeted questions Listen in to group discussions and target specific questions to groups and individuals. 5Ws: Modeling simple exploratory questions to gather information Teacher models the use of Who, What, Where, When and Why to set out a simple information gathering response based on the information provided. Signal questions:Providing signals to learners about the kind of answer that would best fit the question being asked. Teacher responds to learners attempt to answer, by signaling and guiding the answers. Seek a partial answer:In the context of asking difficult whole class questions, deliberately ask a learner who will provide only a partly formed answer, to promote collective engagement.

Strategy/approachProcessGains and benefits Phone a friend: Removes stress to enable those who cannot answer to participate Those who cannot answer are allowed to nominate a fellow learner to suggest an answer on their behalf, but they still have to provide their own answer, perhaps building on this. Hot-seating:A learner is placed in the ‘hot-seat’ to take several questions from the class and teacher. Mantle of the expert:A learner wears the cloak of the expert to answer questions from the class. Preview: Previewing questions in advance Questions are shared/displayed before being asked, or the start of the lesson. Pair rehearsal: of an answer or a question Pairs of learners are able to discuss and agree responses to questions together.