9/30/2016 12 T ouchstones of Good T eaching MENA TEACHER SUMMIT October 7-8, 2016 Dubai, United Arab Emirates Presented by Bryan Goodwin President & CEO G REAT W ORK I S D ONE B Y P EOPLE W HO A RE N OT A FRAID TO B E G REAT . Fernando Flores 1
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9/30/2016 p. 1 Discussion • What teacher had the most impact in your life? • What made them special? • What do you remember most about them? 3 imperatives of great teaching Be demanding Align teaching with high expectations for learning Be supportive Provide a nurturing environment ? Be intentional Know why you’re doing what you’re doing 3
9/30/2016 Great teaching p. 2 Supportive environments Great teaching Not so Not so Supportive environments 4
9/30/2016 Imagine you’re told you have a few “rapid risers” in your classroom. Would you teach them differently? What might teachers have done to create the Pygmalion effect? More rigor? Stretch goals? Tougher criteria? Grading differently? 5
9/30/2016 p. 3 Student evaluations reflect high standards Be demanding Students are clear about performance criteria Students set & achieve learning goals Rigor guides learning Can we use standards to challenge students? p. 3 … plan … teach to looking ahead the test & behind … dumb … identify big ideas & down learning to just basics questions No! They Yes! They cause help us use to … to … … focus unit … teach mechanically & lesson to keep pace planning … suck the … be creative & challenge joy & life out of learning our students 6
9/30/2016 Why are goals important for students? p. 3 What kind of learning goals do your students have? Student developed I want to understand how people use Student translated formulas to calculate I will know & be able things that are too big to use the to measure, like a Teacher provided Pythagorean theorem mountain. Today, we’ll learn & to find the length of practice the the sides of right Pythagorean theorem triangles. to find the length of the sides of right triangles. p. 3 7
9/30/2016 Removing the mystery from performance expectations The GUESS WHAT YOUR TEACHER WANTS YOU TO KNOW AND DO Show ! 8
9/30/2016 What happens when we open up the “black box” of grading? p. 3 Teacher as coach Increased motivation Higher grades p. 3 Student grades are often a “hodgepodge” 100% Other, 7% 90% Participation, 4% Group work, 3% 80% Homework, 18% 70% What are the What does that Final, 9% percentages in say about what 60% your gradebook? you value? Individual project, 9% 50% T erm paper, 7% 40% Class work, 12% 30% 20% Tests/quizzes, 32% 10% 0% 9
9/30/2016 p. 3 Be demanding Student evaluations reflect high standards Reflection & Discussion 2 Which of these is an min opportunity for self- Students are clear improvement? about performance criteria Students set & achieve learning goals Rigor guides learning Strong p. 4 Sentimentalists Warm Demanders Relationships with students Low High Expectations Sophisticates Traditionalists Kleinfeld, J. (1972). Effective teachers of Indian and Eskimo high Weak school students . 10
9/30/2016 What single factor drives these positive outcomes? • It’s as important as intelligence in student achievement. • It supports better job performance. • It leads to better relationships. • People with more of it have greater life satisfaction. • It can helps us live longer. Curiosity • It predicts leadership ability. p. 4 What sparks curiosity? Cognitive conflict Columbus wasn’t the first European to Mystery find America? What happened to the Neanderthals? Suspense Controversy Knowledge gaps What will happen Should Pluto still to Gatsby & be considered a Daisy? planet? 11
9/30/2016 Feedback Done poorly, it can Effective feedback actually diminish correlated with 28 student motivation point percentile gain and performance in achievement 12
9/30/2016 Wow. You got 8 right. Wow. You got 8 right. That’s a really good That’s a really good score. You must be really score. You must have smart at this. worked really hard at this. Dweck, C. (2006). Mindset . New York: Random House. Creating an oasis of safety & respect Maslow’s Hierarch of Needs Self- actualization Self-esteem Love Safety Physiological 13
9/30/2016 p. 4 Be supportive Create an oasis of safety & respect Reflection & Discussion 2 Which of these is an min opportunity for self- improvement? Use feedback to encourage effort Interact meaningfully with every student every day Engage student interest with every lesson 14
9/30/2016 How much knowledge do students actually retain when tested months later? Only about half How can we develop deep knowledge? Cs of Deep Knowledge p. 5 Curiosity Connection Coherence Motivation Link to prior knowledge Meaningful patterns Context Coaching Concentration Real-life application Guided practice Thinking about learning 15
9/30/2016 Which should you teach? Bits of knowledge? Big ideas? Who attacked Pearl Harbor? Why was the attack on Pearl Harbor When was it? ultimately disastrous for Japanese imperial What was the U.S. reaction? ambitions? 16
9/30/2016 Describe main characters in Albert Camus’ In what ways are people slaves to their The Plague & their philosophies. habits? Use π to calculate circumference. How does what we measure influence how Use W x H x L to calculate volume. we measure? 17
9/30/2016 What a-ha do you want your students to have? What separates elite performers … … from others? Focusing practice on mastering what still challenges them. 18
9/30/2016 What McREL’s research found: What skill or understanding do I want students to develop? Homework Practice 4X the effect size Why am I asking students to demonstrate knowledge in this way? What do I want them to think about when they do it? 19
9/30/2016 Will my teacher Should I use glue or paste? care there’s no sky on the right side? Oh no! My brown Why won’t my third marker is running out. horse stand up? How did they How would I actually build that communicate with a teepee? tribe that spoke a different language? Why were What would this life they nomadic? have been like? 20
9/30/2016 p. 18 Being intentional Always asking why Deep learning is Why am I asking understanding … students to show learning this way? Reflection & 2 min Discussion Practice supports deep learning … Which of these is an Why am I assigning opportunity for self- this homework? improvement? Deep learning is key… Why am I using these strategies? Time is of the essence … Why am I engaging in these activities? What makes a teacher great? Here’s what real people say about the best teachers they ever had. (Compiled on http://www.etni.org.il/bestteacherever.htm) 21
9/30/2016 My favorite teacher was my freshman math teacher. He was one of the goofiest people I ever knew, but incredibly nice and you could really tell he cared about the subject and all of his students. He was always so clear in his explanations and I could always understand what he was trying to get at. He always came into the classroom bringing a positive attitude that set us all going. Believe it or not my favorite teacher was named Mr. Yelle. He spoke to us “at eye level,” and had infinite patience and tolerance for anything except unkindness. We did incredible projects for the science fairs. T o this day (and I'm talking 40 years ago) I remember our lessons on meteorology. By the way, he didn't yell. 22
9/30/2016 My best ever teacher was my geography teacher in high school. She explained everything extremely clearly, then checked every student's notebook to make sure the student had written down what she said and drawn the maps and diagrams correctly. I can still remember a large part of what she taught decades later! Discipline problems didn't exist in her class because there was never an idle moment or a boring one. The best teacher I ever had was my eighth grade science teacher, Mr. Jack Herr. Every class was fun and I actually learned stuff about science. He was the one person who really understood me and he changed my life dramatically … and I forever thank him for that. 23
9/30/2016 Professor Roston is the best teacher ever. His lectures are well organized, interesting and put across with a dramatic flair. He turned me on to English literature. Moreover, he was approachable and always had time for students. His comments on papers were constructive and encouraging. [The best teacher I ever had] made us think. I think it was the first time I was really made to think in high school. Instead of just learning about the major revolutions in history, we relived them. … He forced us to look at the world through the eyes of the people involved. We took their parts and argued their causes. This way, we understood the complexity of history … and no longer conceived of it simply as a time line to be memorized. 24
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