Lecture 6.2

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來自 Commonwealth Education Trust 的課程

Foundations of Teaching for Learning: Being a Teacher

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Commonwealth Education Trust

Foundations of Teaching for Learning: Being a Teacher

213 個評分

The Foundations of Teaching for Learning programme is for anyone who is teaching, or who would like to teach, in any subject and any context - be it at school, at home or in the workplace. With dynamic lessons taught by established and respected professionals from across the Commonwealth, this eight course programme will see you develop and strengthen your skills in teaching, professionalism, assessment, and more. As you carry on through the programme, you will find yourself strengthening not only your skills, but your connection with colleagues across the globe. A professional development opportunity not to be missed. How we teach has its foundation in how we were taught and how we learned. This course provides an opportunity for you to reflect on your personal and professional development as a teacher. Through reflection and portfolio development you will enhance your knowledge and understanding of how to promote learning. Enhance your course by joining the Commonwealth teaching community on our website, Facebook and Twitter.

從本節課中

My learning environment

Congratulations, you have stayed throughout the course 'Being a teacher'. I hope you have been making the connection between how you have learned and how you teach. During this week we will focus on 'My learning environment'. We will explore the principles of pedagogy, specifically Alexander’s nine aspects of pedagogy. In the fourth and final lecture, we also revisit some of the key ideas explored on the course.

Lecture 6.110:04

Lecture 6.29:18

Lecture 6.37:40

Lecture 6.46:57

與講師見面

Professor Dennis Francis
Dean of Education
University of the Free State, Bloemfontein, South Africa
Professor John MacBeath
Professor Emeritus
University of Cambridge, UK

[MUSIC]

"How good is my classroom?"

Have you asked yourself that question?

And if you have, what are some of the responses you've come up with?

Have you asked your peers about your classroom?

Or have you asked your learners about how good is my classroom?

What have some of those responses been?

So, in the session today, we're going to tease out this question.

How do I know how good my classroom is? What are my sources of evidence?

What are my criteria and whose views count the most?

So, these are useful questions.

What are my sources of evidence? You could ask your peers,

or you could to ask your learners? Do you ask yourself?

Do you just launch into asking these questions, or do

you have a criteria of questions that you can respond to.

And of course, who's views are going to count most?

Your learners, your peers, your own?

Or will you triangulate using all these views and positions?

Perhaps you may even call in somebody from outside

your school as a critical thinker or an assessor.

Now, a culture of inquiry.

"It is through a culture of inquiry and self-evaluation deeply embedded

in the daily routines of classroom life, that schools gain strength

of conviction to expose what constrains authentic learning and, with an

enhanced sense of agency, able to show how things can be different."

Now, what is some of the indicators of

quality and performance in your own context.

Let's look at measures.

Most schools look at measuring usually through hard data,

and they can get assessment of how much learners know.

Perhaps you may want to think of things differently.

Maybe you'd want to use the metaphor of warning lights,

like when you're driving a car and you see a flashing light on your dashboard.

You may open your bonnet to look at your

engine and try to establish where the smoke is coming from.

Likewise in your classroom, you might look at how you've taught.

You might look at the lesson preparation.

You might look at some of the methodologies you use or perhaps even the

multiple intelligences or maybe lack of multiple

intelligences that you've used, to try and establish,

where is the smoke? Where is the problem?

Another metaphor, which I really find is

a lovely, lovely metaphor is the tin openers because

opening a tin opens many possibilities.

By opening up dialogue, by opening up discussion.

You can even be opening up deeper inquiry into what was really going on.

Opening up new questions to try and establish what you've been doing.

So, what are our indicators? We have listed a couple of indicators,

and perhaps you may have more.

But what is your classroom climate or ethos?

Your resources for learning? Their levels of participation,

or the nature of collaboration? What are your indicators?

Let's look at self evaluation as a process.

This self evaluation is not something that happens just once. It's continuous.

It's also a process that happens over a period of time.

What are some of the forms of self evaluation that you could use?

Measures of attainment,

which most people rely on a lot of the time, is an assessment to

establish how much we've achieved, or how well we've done.

But there are other examples or other forms of self-evaluation you could use.

Attitiude questionnaires, peer observations,

feedback from students, self assessment.

How many of you are fearful of feedback from students?

Initially, it's quite scary

to think "What are my students going to say about me?

Are they going to be rude? Are they going to be nasty?"

In your own self-assessment, what do you say to yourself?

Do you just put "This lesson went very wrong"?

Or are you going to say "At this moment there was a bit of a warning light,

I wonder what I did differently today."?

Or "What is it that I did, that just didn't seem right?

And there was a flashing light there. What was it?"

With peer observation, there has to be an element of trust there.

I know I won't necessarily just feel comfortable by just getting any of

my peers to come into my room and observe and help evaluate me.

Sometimes that can be quite destructive, so developing an element

of trust with somebody, developing a very clearly defined criteria.

Get it?

Having a conversation with the person first, and saying "I want

you to pay attention to the way I sequence my content.

I would like you to comment to that, because I think I have a flashlight there."

Or, you may say, "I'd like you to pay attention.

To the pedagogies that I'm using in my classroom.

Do you think I am using too

much of drama?

Or perhaps maybe I should pay attention more to

getting group work in my class to be done,

where learners can problem solve?"

So, setting up a good set of criteria might be useful for you,

and for the peer observer. A question of trust.

And a teacher from Nauru

who talks about how fearful he or she was when they asked for student feedback.

And I share this anxiety and I'm sure that many of you would, but look what

positive response this teacher got, the honesty and

how helpful the feedback was to the teacher.

Sometimes maybe the feedback

is not something that you really want to hear,

and that might be the flashlight. And perhaps

it's something you may want to pay more attention to

and try to glean and unlayer and

find out more about that aspect about your teaching.

So, in the long run what might seem

as criticism initially might really enhance and excite

your own teaching. Teachers hold the solution.

How true is that?

"To reformers, teachers in many ways, are both the problem and solution.

Precisely because of this paradox,

reformers in every generation have dreamed of teacher-proof

curriculum, texts, and other materials to promote designs that

leapfrog the teacher and get students to learn."

What do you think about that?

But "No classroom reform I've ever studied from reading, through using

computers or participated over the last half century has ever been fully

implemented without teachers understanding."

And that is so critical. So, school evaluation.

And most countries increasingly use a range of techniques for school evaluation.

Often a lot of difficulty is encountered,

but this may arise as a result of

poor policy design, lack of analysis and unintended consequences.

So, does your school have a policy for school evaluation?

What is that policy?

What does it say?

Who are the very stakeholders that we try to ascertain or establish the evaluation from?

What are the issues in your school?

And what could you do differently in your school?

[MUSIC]

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