NQT Induction Programme: What are the key features of inspirational teaching?

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NQT Induction ProgrammeWhat are the key
features of inspirational teaching?

• Welcome!

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• By the end of the session participants will
• Understand the features of successful teaching
  and how these features can be better integrated
  into planning
• have a clear understanding about why the learning
  environment is the invisible teacher
• know how to self evaluate own practice using
  Practice and Pedagogy Wheels
• have recommended reading which will further
  enhance practice

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Inspirational Teaching
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Learning Behaviour

• is about 3 relationships
• The childs relationship with themselves, so they
  establish self esteem
• The childs relationship with others, so they
  develop social skills
• The childs relationship with the curriculum, so
  they have access to learning
• Chris Griffin - University of Warwick

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Weavers of Magic

• Turn up
• Know their identity
• Remember them
• Believe in them
• Catch them winning
• Make lessons worthy of the students good
  behaviour
• Create an I can classrooms
• Champion creativity and imagination
• Act, not react
• Like children and have fun

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Relationships
Rita Pierson Every Child Needs a Champion

• http//www.ted.com/talks/rita_pierson_every_kid_ne
  eds_a_championt-463899

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A world for learning

• Walk into your classroom and stop immediately in
  the doorway
• What do you see immediately?
• What do your sight lines capture?
• What messages do you receive?
• First impressions count, first impressions stick,
  first impressions tell the story that follows

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Tell an outstanding story

• Plan to create an ethic of excellence
• Plan to communicate creativity
• Plan to communicate precision
• Plan to communicate high standards
• Plan to communicate respect
• Plan to communicate challenge

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Supporting a culture of excellence Childrens
Books

• They are a visual model of the ethic in the
  building

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What messages do our books give?
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Excellent practice is concerned with ..
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LEARNING ZONE
PRACTICE ZONE
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Modes of Learning(Research by National Literacy
Trust)
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Audio-visual
75
Demonstrations
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Discussion
30
Explaining to others
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Listening
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Practice by doing
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Reading
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FEEDBACK
The most powerful single modification that
enhances achievement is feedback. The simplest
prescription for improving education must be
dollops of feedback
Prof John Hattie, University of Auckland,
Influences on student learning, August, 1999
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Draw a house activity
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Subject Learning Intention Context Success Criteria (What you need to do to achieve the learning intention). These are planned, determine the teaching of the lesson and are gathered from the children and written up just before they begin work
Art To be able to use line and tone effectively Sketching houses Use straight lines to draw house Shade in front door Houses must have 4 windows, a door, a chimney and a roof
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Key Features of Success Criteria

• Success criteria need to be planned in advance
• Planning success criteria leads to more focused
  activities and less over planning
• Success criteria needs to be generic for all
  children, regardless of the task, as long as they
  can access the same learning intention. (Maths
  is the exception in some cases)
• Brief and succinct
• Summary of what has been agreed with children to
  give them ownership
• Quality comes from the teaching and feedback, not
  the success criteria

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Examples of process success criteria
Subject Learning Intention Context Success Criteria (What you need to do to achieve the learning intention). These are planned, determine the teaching of the lesson and are gathered from the children and written up just before they begin work
Numeracy (Foundation 2) To be able to count in two sets using practical aparatus Farm Animals Count the animals in the first group Carry on the counting with the second group Move each animal as you count
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Feedback
1. Praise determination, resilience and hard
work Attitudes such as persistence, resilience,
courage are arguably more accurate predictors of
future success than facts and knowledge are, so
spot them, praise them and encourage them   2.
Refer to progress rather than ability Praising
ability or intelligence can lead to a fear of
failure and personal fragility (Dweck, 1999) so
give feedback relative to the progress only   3.
Ensure your feedback and praise is credible Give
only credible feedback based on attitudes, skills
and/or knowledge. Avoid giving undeserved praise
as this could undermine sincerity and credibility
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You might think that students who were highly
skilled would be the ones who relish a challenge
and persevere in the face of setbacks. Instead,
many of these students are the most worried about
failure and the most likely to question their
ability and to wilt when they hit obstacles
Self Theories Their role in Motivation,
Personality and Development (Carol Dweck, 1999)