The Sutton Trust, a foundation set up in 1997 to improve social mobility through education. This report reviews over 200 research papers on developing.

Slides:



Advertisements
Similar presentations
More is not better… Better is better
Advertisements

An ESL Learner in Transition University of Sydney 4 November 2013.
Speaking, Listening and Learning: Working with children in Key
What Makes Great Teaching? Grounding Ourselves in Research Robert Coe, Durham twitter.com/ProfCoe.
Quality First Teaching In Any Subject From Good to Outstanding
APS Teacher Evaluation Module 9 Part B: Summative Ratings.
Informal assessment and questioning skills Elizabeth Webster Regional Coordinator for Yorkshire and the Humber.
What makes great teaching?
What makes outstanding teaching and learning in languages? Rachel Hawkes.
Good teaching, good teachers and comparative analysis Fernando Reimers.
Tips for Music Teachers. Establish Rules & Routines ▪ Develop classroom rules consistent with school rules and which administrators will support. - rules.
ICT in Primary Schools Presentation to Southampton PGCE course Friday, March 28th 2003.
1 The New Primary National Curriculum St Helen’s CE Primary School.
KORCOS Conference Dr. Carol Wertz March 9, 2012 Songdo International School.
What should be the basis of
Science Inquiry Minds-on Hands-on.
EDM 152 DIRECT TEACHING. DEFINE THE CONCEPT DIRECT TEACHING Direct teaching is where learners are guided to construct new knowledge, make sense with the.
‘Numeracy is a proficiency which is developed not just in mathematics but also in other subjects. It is more than an ability to do basic arithmetic. It.
Exploring Foundational Principle: “Provide assessment and evaluation in mathematics that supports student learning.”
Dr E. Lugo Morales1 6/28/2012. Develop academic vocabulary Read to acquire new information Understand information presented orally Participate in classroom.
Welcome to Unit 6 Seminar: Learning The Language Learning and Assessment Strategies 1.
“We will lead the nation in improving student achievement.” CLASS Keys TM Module 1: Content and Structure Spring 2010 Teacher and Leader Quality Education.
Feedback and Next Step Marking
Physical Education Network meeting Wednesday 21 January 2015.
Bon Jovi clip – Have a nice day 2vo 2vo Why you want to tell me how to.
Daniel Muijs, University of Southampton
This presentation reviews the procedures for implementing Japanese style lesson study. The underlying aim is to help you to become a reflective practitioner.
Improving relevant standards. Aims and objectives Familiarize ourselves with best practice standards of teaching To think about how we can implement the.
The levels of performance considered at the element level are not intended to be used to label teachers as Not Evident, Emerging, Proficient, and Exemplary.
Nancy K. Hopkins Literacy Coach/Intervention Specialist.
A free-to-share educational resource designed and presented by Stephen Nalder.
FUNDAMENTALS OF EFFECTIVE TEACHING. Copyright Keith Morrison, 2004 THE HAY-McBER STUDY OF TEACHER EFFECTIVENESS (2000) Professional characteristics Teaching.
What makes great teaching? An overview of the CEM/Durham University/The Sutton Trust paper (published October 2014)......making... Capturing... promoting...
Carolyn Carter
“Tell me and I forget, teach me and I remember, involve me and I learn-” Benjamin Franklin.
Lesson observations: evaluating the quality of teaching and learning.
Action research projects This sequence may help you when planning your case study What does the data identify about this target group? What will.
Raising standards, improving lives The use of assessment to improve learning: the evidence 15 September Jacqueline White HMI National Adviser for Assessment.
LESSON JUSTIFICATION AND ANALYSIS (ALSO CALLED INSTRUCTIONAL COMMENTARY) WHAT DID WE DO? WHY DID WE DO IT THAT WAY?
What makes Great Teaching Sutton Trust Report Oct 2014.
© 2005 McREL.  Know generalizations from research and recommended classroom practices related to the nine categories of instructional strategies.
Quality First Teaching for All SENJIT 21 st May 2013.
Today’s Targets 0 I have a clear understanding of the key assessment and feel prepared to succeed on it. 0 I can thoughtfully reflect on prior learning.
Questioning for Engagement Success criteria All participants to develop at least one questioning strategy that leads to learner engagement and progress.
Monitoring Practice Quality First Teaching High Quality Interventions.
Observing Learning. Your experiences of observation Have you been observed as a teacher? Have you observed a teacher? What are the positive and not so.
JOT2 – LEARNING THEORIES
How does collaborative group work affect science learning?
TO DEVELOP GREAT TEACHING? #SNEsummit15 What will it take…
How Students Learn College Teaching Institute Presenter: Monica McCrory The Graduate School.
Charlie Robinson Charlie
Developing an Effective Evaluation to Check for Understanding Part 1 Susan E. Schultz, Ph.D. Evaluation Consultant PARK Teachers.
Candidate Assessment of Performance CAP The Evidence Binder.
What is assessment for learning?
Candidate Assessment of Performance CAP The Evidence Binder.
Is teaching an art or a science?. Do We make a difference? Coleman (1966) discovered that only 10% of student achievement is influenced by what goes on.
Casinclude.org.uk Pupil Premium in Computing How can we make an impact? Rebecca Curriculum Leader of Computing Pupil Premium Co-ordinator.
Questioning Strategies EDG 4410 Teaching Strategies and Classroom Management University of Central Florida, Orlando, FL Dr. Verkler Fall 2014.
TKT COURSE SUMMARY UNIT –14 Differences between l1 and l2 learning learners characteristics LEARNER NEEDS DIANA OLIVA VALDÉS RAMÍREZ.
Improving the quality of learning in Portsmouth December 2006 – June 2008.
Knowledge Transfer Centres Improving Reading Practice Hazel Community Primary School Highfields Primary School Kestrals’ Field Primary School Whitehall.
Marking to improve student outcomes. Marking and feedback – are they the same?  Marking is the annotating of a piece of written work, using words, symbols.
Target Language use in the Second Language Classroom.
What Makes Great Teaching? Grounding Ourselves in Research
Welcome! “Exploring Possible Links between
The ASSURE Model Analyze learners State objectives Select instructional methods, media, and materials Utilize media and materials Require learner participation.
Questioning: Consider the following statements
Media Project 4 Assessment and Learning
Teaching The Teachers To Teach Us To Learn
Presentation transcript:

The Sutton Trust, a foundation set up in 1997 to improve social mobility through education. This report reviews over 200 research papers on developing great teaching practices. "It's not what you do, it's the way that you do it, that's what gets results."

Most -> least effective T&L strategies

Key findings The two factors with the strongest evidence of improving pupil attainment are: Teachers’ content knowledge, including their ability to understand how students think about a subject and identify common misconceptions. Quality of instruction, which includes using strategies like effective questioning and the use of assessment Specific practices which have good evidence of improving attainment include: Challenging students to identify the reason why an activity is taking place in the lesson. Asking a large number of questions and checking the responses of all students spacing-out study or practice on a given topic, with gaps in between for forgetting Making students take tests or generate answers, even before they have been taught the material. Common practices which are not supported by evidence include: Using praise lavishly. Allowing learners to discover key ideas by themselves Grouping students by ability Presenting information to students based on their “preferred learning style”

Other notable points + Classroom climate which includes the quality of interaction between teachers and students as well as teacher expectations +Classroom management which includes efficient use of lesson time and managing behaviour with clear rules that are consistently enforced -Addressing low confidence and aspirations before teaching content doesn’t work. Attempts to enhance motivation prior to teaching content are unlikely to succeed and even if they do the impact on subsequent learning is close to zero. -Being active, rather than listening passively, helps you remember This claim is commonly presented in the form of a ‘learning pyramid’ which shows precise percentages of material that will be retained when different levels of activity are employed. These percentages have no empirical basis and are pure fiction.

Changes/improvements to your T&L strategies?