1. Student engagement and facilitating learning

2. Educational Experiences
Reflect on your own educational experience.
Think about teachers that influenced your journey
Good / bad experiences
Make it meaningful

3. THAT teacher Personality traits: Memorable assignments/projects:
Personal connection you had with them:
Physical layout of classroom:

4. Golden Rules Make it meaningful Encourage students´self-belief
Encourage autonomy
Embrace collaborative learning
Establish positive Teacher-Student relationships
Keep them moving

5. How? Role of the teacher Facilitator of learning [fuh-sil-i-teyt]
to make easier or less difficult; help forward (an action, a process, etc.)
How?

6. Teacher Centred Student Centred
Student works independently
Student works collaboratively, in partners or independently
Correct answers are the goal
Thinking and support of answers are the goal
Assessments and exams – seperate from learning task
Ongoing assessment – observations, anecdotal notes from learning tasks
Teacher only assesses
Self assessment peer assessment and teacher assessment
One size fits all learning
Process based leaning – probem solving is all part of the learning process
Teacher makes all decisions
Shared responsibility and decision making
Students answer questions – Empowered teacher
Students ask questions – Empowered learner
Taylor, M. (n.d.). What Is a Constructivist Classroom? Retrieved September 17, 2016, from

7. Collaborative Learning
Why collaborate?
Example activities
Can occur peer to peer or in larger groups.
Students can clarify misunderstandings and teach each other
Think-pair-share
Mix-freeze-pair
Jigsaw activities
Group investigations
Project based learning

8. What it looks like

9. Differentiation A person’s strength is also a learning channel.
A person’s weakness is not a great learning channel.
Modify tasks to be inclusive of all levels
Fosters a safe learning environment
Motivates students to participate
Entire task or small components
Encourage autonomy
Establish positive relationships
Encourage student’s self - belief

10. Same lesson, different learners
Lower level
Use post its for students to construct the sentences
Show a picture of the pizza in question 1
Higher level
Different vocabulary
Create a roleplay or comic
Draw a picture of the pizza in question 1

11. Now you try
Brainstorm
Think about how you could modify the task for lower ability and higher ability.

12. Now you try Lower: Display flash cards of adjectives
Show a video of the two animals
Students watch two students impersonate the animals
Higher:
Use more complex adjectives
Have two students impersonate the animals
Explain why these sentences are true. E.g. the design features of the body.

13. Questioning How do you generate questions to ask?
Who answers the questions?
Do you prepare students beforehand?
How long do you wait for a response?
How do you handle incorrect answers?

14. Questioning Students can write questions Random selection
Tell students the questions beforehand
At least 3 seconds of think time
Redirect, clarify and give feedback
Students can write questions – great way to ensure they understand question stems.
Random selection – 3 groups of students “smart ones”, “not smart” and ones who don’t care. They know how they are perceived and they act their part
Tell the students beforehand – write them on the board so students can visually process and have a point of reference. Prepares students for success.
5-7 minutes of wait time – Most teachers only wait 1.5 seconds. Some students need more. Even then you can tell them you will come back to them.
Redirect, probe and feedback

15. Other questioning tips and tactics
Give students 30 seconds to share their answer with a partner before feeding back
Ask a question, move to another part of the room and repeat it before taking any answers
Set a timer
Play some thinking music
Use interactive tools to select students

16. Teacher Centred Student Centred
Student works independently
Student works collaboratively, in partners or independently
Correct answers are the goal
Assessments and exams – seperate from learning task
Teacher only assesses
One size fits all learning
Teacher makes all decisions
Students answer questions – Empowered teacher
Choose randomly people to answer while giving them a heads up at the beginning.
Promotes accountability and autonomy

17. Handy resources
Keeping them moving:
Differentiation: Online tools:

18. Encourage students´self-belief
Make it meaningful
Encourage students´self-belief
Encourage autonomy
Embrace collaborative learning
Establish positive Teacher-Student relationships
Keep them moving