The Fair Test

The Fair Test •What is the question? •Identifies variables for an investigation •Changes only one variable at a time •Identifies a situation which provides a baseline data for comparison (the control)

SKILLS SCAN TEXT SKIM TEXT IDENTIFY KEY SENTENCE SENTENCES IDENTIFY KEY WORDS NOTE TAKE / PARAPHRASE / SUMMARISE USE TABLE OF CONTENTS / INDEXES / THE LIBRARY COMPARE INFORMATION FROM A RANGE OF SOURCES USE SEARCH ENGINES QUOTE / ACKNOWLEDGE / CONSTRUCT BIBLIOGRAPHIES EXPRESS / EXPLAIN / ARGUE / POINT OF VIEW

BLOOM’S QUESTIONING MODEL • Knowledge: Set questions that require recall • Comprehension: Questions show that they understand the text’s context • Application: The ability to take the information and apply it to other contexts • Analysis: Understand the parts of the text and the contribution the parts make to the whole • Evaluation: Give own opinions and back with reasons • Synthesis: Build on knowledge gained, take ideas and issues and present a different viewpoint

WHAT KIND OF QUESTIONS TO ASK? Questions that will help them focus on the cues and inferences they use to interpret the text. (Aiden Chambers. Tell Me. 1994)

• Has anything that happened in the book ever happened to you? • Were there any patterns or connections that you noticed? • Was there anything that puzzled you? • How long did the story take to happen? • When you first saw the book, what sort of book did you think it was? What made you think this? Is it what you expected?

THINKING STRATEGIES • Reading for a purpose • Using what the reader already knows • Asking questions – answering the child’s questions, not someone else’s • How to get the message from the page; retell, hypothesise, recall, sequence, summarise • How to interpret the message; explicit / implicit, cause / effect / analysis, inference, analysis, synthesis • Thinking for themselves; valuing their thinking • When to do it – not just an end product

TIME TO THINK •

Become used to providing wait time

• Children need time to process what is in their minds • Extend wait time up to thirty seconds if necessary • Make sure they know they have permission to give their own ideas or interpretations • Know when to be silent and when to intervene

END POINTS • Critical literacy involves the ability to go past a literal interpretation of the text • It is influenced by their ability to identify with particular events and characters within the text •

Through practice children should be able to interact with a text at a deeper level. Whose point of view? Why write this text? What is the message? Hidden messages?

• Be able to challenge what they read in relation to their own experiences and ideas • Be introduced to how language and visual imagery shape ideas

Personal Qualities of a Culturally Effective Teacher Te Toi Huarewa – Report to the Ministry of Education of a survey on Effective Teaching and Learning Strategies and Effective Teaching Materials for Improving the reading and writing in Te Reo Maori of students aged 5-9 in Maori Medium Education

Teachers surveyed: • Treat their students and their whanau with respect • Are compassionate and confidential • Have a sense of humour • Act in a just and fair manner towards others • Are friendly but firm in their relations with students • All these personal qualities are culturally located Pedagogical characteristics of a Culturally Effective Teacher The teachers surveyed displayed a large number of effective pedagogical characteristics including:

• Depth of professional and cultural knowledge • Passionate about what they do

• Have a philosophy of teaching and clear teaching goals • Have a commitment to developing students’ understanding and growth • Use non confrontational behaviour management • Show a genuine interest in students including provision of high quality feedback • Continually reflect upon their own teaching • Have high expectations while offering comfort and challenges • Have excellent classroom management • Use prior learning experiences and knowledges • Materials are related to children’s world view and experiences • Importance of matching strategies and materials to individual or group abilities • Emphasis on oral language • Integrate curriculum • Encouraging self evaluation • Fostering a high degree of academic engagement • Close links to whanau • Create culturally appropriate and responsive contexts for learning

Definition of “… fit to be a teacher” Personal attribute

How this is demonstrated

Trustworthine ss

• •

Honesty Reliability

• • • • • • •

Works independently and without supervision Meets any reasonable requirement for the protection and safety of others Preserves confidences. Demonstrates integrity in all contact Respects persons and property Reports clearly and truthfully Takes on responsibilities with due regard for time and place Meets the expectations of caregivers and the learning centre when supervising learners Accepts, plans and executes a variety of tasks and professional responsibilities Respects other cultural and social values

Sensitivity and compassio n

•

•

Recognises and respects others as individuals Cares for the learning of those who are disadvantaged and those with learning difficulties Demonstrates firmness when necessary

Respect for others

• • • • •

Demonstrates a respect for the law Adopts accepted codes of language, dress and demeanour Accepts and carries out collegial and employer decisions Respects the views of others Supports and inspires others in their work

Imagination,

• •

enthusias m and dedication

• •

Generates excitement and satisfaction in learning Engages in co-curricular tasks which expand learning opportunities

•

Shows respect for learning and inspires a love of learning

Communicati on

•

Communicates easily and lucidly in English and/or Maori, the official languages of New Zealand Exercises discretion Gives and receives constructive criticism Seeks advice when needed Carries out duties safely and satisfactorily Shows emotional balance and maturity Displays warmth and humour

Physical and Mental Health

• • • • • •

Co-operative Learning Strategies Structure

Brief Description

Functions-Academic and Social Team Building

Roundrobi n

Each student in turn shares something with his/her team mates

Corners

Each student moves to a corner of the room representing a teacher-determined alternative. Students discuss within corners, then listen to and paraphrase ideas from other corners.

Numbered Heads Together

The teacher asks a question, students consult to make sure everyone knows the answer - then one student is called upon to answer. Students memorise facts using a flash-card game. The game is structured so that there is a maximum probability of success at each step, moving from short-term to longterm memory. Scoring is based on improvement Students work in pairs within groups of four. Within pairs students alternate – one solves

Expressing ideas and opinions, creation of stories. Equal participation, getting acquainted with team mates

Class Building Seeing alternative hypotheses, values, problem-solving approaches. Knowing and respecting different points of view, meeting classmates.

Mastery

Colourcoded Co-op Cards Pairs Check

Review, checking for knowledge, comprehension. Tutoring. Memorising facts. Helping, praising

Practicing skills. Helping, praising

Concept Development Three step interview

Students interview each other in pairs, first one way, then the other. Students each share with the group information they learned in the interview.

Sharing personal information such as hypotheses, reactions to a poem, conclusions from a unit. Participation, listening

Think-PairShare Team wordwebbing

Students think to themselves on a topic provided by the teacher; they pair up with another student to discuss it; they then share their thoughts with the class. Students write simultaneously on a piece of chart paper, drawing main concepts, supporting elements and bridges representing the relation of ideas in a concept.

Generating and revising hypotheses, inductive reasoning, deductive reasoning, application. Participation, involvement. Analysis of concepts into components, understanding multiple relations among ideas, differentiating concepts. Roletaking.

Multifunctional Roundtable

InsideOutside Circle Partners

Jigsaw

Co-op Coop

Each student in turn writes one answer as a paper and pencil are passed around the group. With Simultaneous Roundtable more than one pencil and paper are used at once. Students stand in pairs in two concentric circles. The inside circle faces out, the outside circle faces in. Students use flash cards or respond to teacher questions as they rotate to each new partner. Students work in pairs to create or master content. They consult with partners from other teams. They then share their products or understanding with the other partner pair in their team. Each student on the team becomes an ‘expert’ on one topic by working with members from other teams assigned the corresponding expert topic. Upon returning to their teams, each one in turn teaches the group; and students are all assessed on all aspects of the topic. Students work in groups to produce a particular group product to share with the whole class; each student makes a particular contribution to the goods.

Assessing prior knowledge, practising skills, recalling information, creating cooperative art. Team building, participation of all. Checking for understanding, review, processing, helping. Tutoring, sharing, meeting classmates. Mastery and presentation of new material, concept development. Presentation and communication skills. Acquisition and presentation of new material, review, informed debate. Interdependence, status equalisation.

Learning and sharing complex material, often with multiple sources; evaluation; application analysis; synthesis. Conflict resolution skills.

Graphic Organiser – Thinking Critically Topic

Text 1

Text 2

Conclusion

How does the choice of genre/style affect the reader?

What is the effect of the photographs on the reader?

What does the author want the reader to feel?

How do the choices of vocabulary affect the reader?

What is the author’s point of view? Evidence?

What elements are effective in getting the author’s message across to the reader?

What are the signs that quality learning is occurring or has occurred? Quality learning results in... • • • •

Increased confidence and skills Enthusiasm to share and express learning Increased independence, increased self direction Growth and progress

The learner is… • • • • • • • •

Willing to ask for help Able to put learning into practice Able to question further Able to define problem and experiment with new ways to solve Prepared and able to interact with others Recognises when it is appropriate to work interdependently Actively involved Increasingly self directed

The learner experiences… • • • • • •

Sense of achievement and success Good feelings about self The learning as relevant Valuing of the learning/expressing by others and/or self Pride in achievement/learning Affirmation in own way of knowing and being

CLASSROOM TEACHING PRACTICE REFLECTIONS PHILOSOPHY 1a What are you trying to achieve with this class this year? Academically Socially b How are you going to try and achieve it? Academically Socially CLASSROOM ENVIRONMENT 2a Is the room attractively set out and decorated? b What displays are there? c What ‘interest’ areas? d Is children’s work on display? e Is the standard of neatness/tidiness high? f is the seating arrangement satisfactory? RELATIONSHIPS WITH STUDENTS 3a Is there evidence of positive relationships between students and teacher? b How frequent are positive responses from teacher? c Is there a positive reinforcement system in place eg; points, starchart, certificates etc? d Comment on class tone

BEHAVIOUR MANAGEMENT 4a Are there clearly communicated behaviour guidelines eg; rules on wall or verbally from teacher? b What routines are well established? c Is noise level appropriate? d Are there periods of silent work? e Are instructions clear? f Is voice used effectively? g Are instructions followed quickly by all? h Do changeovers from one activity to another go smoothly? i Do children seem to be on task? j Are children inappropriately out of seat? k Are there a significant number of call outs/loud talking? l What strategies does the teacher use to deal with inappropriate behaviour? m Are these used consistently? n Are they effective? PLANNING 5a Is long term plan satisfactory? b Are units of work planned adequately? c Is the programme interesting for students?

d Does the teacher have materials for the lesson prepared and ready to distribute? e Are there a variety of teaching methods used? f Is organisation such that programme runs smoothly? ASSESSMENT AND LEARNING 6a How are students assessed in Reading Written Language Oral Language Maths Other b Are learning needs identified in Reading Written Language Maths c Are appropriate programmes planned to meet these needs? Reading Written Language Maths d How are very able and very limited students catered for Reading Written Language Maths e How is academic progress of individual students monitored? Reading Written Language Maths

f

Does the assessment/monitoring system used give a satisfactory and accurate picture of each student’s progress? Reading Written Language Maths 7 How is student (and teacher) enjoyment and fun incorporated into the programme?