June 14th, 2015

Well a very interesting week, with more bookings then we have ever had before for our Transition show 'Moving On' for July 2015. 

Joke Time

Pupil: I don't think I deserved zero on this test!

Teacher: I agree, but that's the lowest mark I could give you!
...
What do you call a teacher without students?

Happy
...
Teachers deserve a lot of credit. Of course, if we paid them more, they wouldn't need it.

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Web Finds - Useful Apps

• Possible the best of this week
• Emerge
• Encyclopædia Britannica
• Show Me Interactive Whiteboard
• Prezi
  

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It motivated me!

See teachers say about our shows. For more information call Eugene Matthias on 07730 111111.

Teaching Best Practice.

1. Teacher Clarity 
When a teacher begins a new unit of study or project with students, she clarifies the purpose and learning goals, and provides explicit criteria on how students can be successful. It's ideal to also present models or examples to students so they can see what the end product looks like.

2. Classroom Discussion
Teachers need to frequently step offstage and facilitate entire class discussion. This allows students to learn from each other. It's also a great opportunity for teachers to formatively assess (through observation) how well students are grasping new content and concepts.

3. Feedback
How do learners know they are moving forward without steady, consistent feedback? They often won't. Along with individual feedback (written or verbal), teachers need to provide whole-group feedback on patterns they see in the collective class' growth and areas of need. Students also need to be given opportunities to provide feedback to the teacher so that she can adjust the learning process, materials, and instruction accordingly.

4. Formative Assessments
In order to provide students with effective and accurate feedback, teachers need to assess frequently and routinely where students are in relation to the unit of study's learning goals or end product (summative assessment). Hattie recommends that teachers spend the same amount of time on formative evaluation as they do on summative assessment.

5. Metacognitive Strategies
Students are given opportunities to plan and organize, monitor their own work, direct their own learning, and to self-reflect along the way. When we provide students with time and space to be aware of their own knowledge and their own thinking, student ownership increases. And research shows thatmetacognition can be taught.

6. Collaborating with Colleagues
Great teachers are earnest learners. Spend some time with a colleague, or two or three, and talk about what each of these research-based, best classroom practices looks like in the classroom. Discuss each one in the context of your unique learning environment: who your students are, what they need, what they already know, etc.