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. This course will help you consider how to develop appropriate learning goals for individual and groups of students. You will learn how to plan learning activities to engage your students in ways that will achieve these goals. Enhance your course by joining the Commonwealth teaching community on our website, Facebook and Twitter.
Lecture 3: Learning Models
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來自 Commonwealth Education Trust 的課程
Foundations of Teaching for Learning: Planning for Teaching and Learning
88 個評分
Commonwealth Education Trust
88 個評分
從本節課中
Mindsets for Learning and Teaching
This is our first week together and we are pleased you have decided to participate in this course focused on planning for teaching and learning. This week we will discuss developing a growth mindset and setting goals as a planning professional. We will also explore the importance of working from a model of learning when planning for teaching. We encourage you to be curious in your approach to planning for teaching and learning.
與講師見面
Dr Judy HalbertCo-director of the Centre for Innovative Educational Leadership
Vancouver Island University, British Columbia, Canada
Dr Linda KaserCo-director of the Centre for Innovative Educational Leadership
Vancouver Island University, British Columbia, Canada
Professor John MacBeathProfessor Emeritus
University of Cambridge, UK
[MUSIC]
Welcome to part three of Mindsets for Learning and Teaching.
My name is Judy Halbert, and along with my colleague Linda Kaiser,
I am very pleased to be working with you and working with you in this course.
We teach a leadership program at Vancoover Island University in British Columbia.
And I've had the good fortune of working with teachers
across our province and in many other countries for several years.
And now, it is real joy for me to meet you.
The focus of this particular week is to think
about the importance of learning models and developing that
evidence seeking mindset where as educators we're always
looking for what makes the biggest difference for our learners.
As Linda mentioned earlier, we work with networks of educators,
and some of these teachers and principals work in very remote communities.
Some of them are beginning teachers, some of them are young
people learning to be teachers, and some are very experienced.
What we found, though, is that for all of our teachers, regardless of
where they're at in their career, having learning models that they're working from
really helps deepen their experience as teachers
and deepen the experience of their learners.
So, what we're going to do is we're going to introduce you just briefly
to 4 models of learning and we're going to ask
you to be thinking about your learners, your setting, your context,
and which one of these models would you be interested in
exploring a little bit more between now and when we meet again.
So, the first model comes from the work of Lauren Resnick in the United States.
And this is called Effort Based Learning. So again,
think about your learners. In our setting, some of our students say,
"Oh I did well on that because it was easy", or "I'm good at this", or "It was a fluke".
They rarely say, "I did well on this because I've worked really hard".
And that's a condition that is unfortunately
the case in many North American schools.
So, Lauren's work is really about how
do we value effort,
how do we create a mindset around effort - which
is very much connected to the Carol Dweck work -
and how do we deepen in learners the belief that
effort is expected, that tough challenges are met through
sustained work and our jobs as teachers is to provide
really clear expectations very fair and credible assessments, and to
build in accountable talk in our classrooms
through guidance and evidence appropriate to the discipline.
So, there are some things for us to consider about how
are we generating a context of effort within our learning settings.
So, that's model number one.
The second model that we've been really
interested in, in British Columbia, and really
across North America is Self Regulated learning.
Self-regulated learning is about strategic engagement.
It's about learners being able to think about their
own thinking, being proactive in the strategies that they take,
being responsive to the conditions that they're in,
and being able to reflect on their learning.
Some of the questions, as we think about the extent to which our learners
are able to take charge of their own learning - as
teachers, we need to think about, what's the context for learning?
How are we setting up our classrooms
so that learners have the opportunity to both be
engaged in learning, but also to reflect on their learning?
What do the individuals learners bring to the context?
What's their previous experience?
How do we draw on that experience?
How do learners interpret tasks?
For some of our capable learners, They can figure it out.
But for kids that are less capable, or maybe
less skilled at doing school, they have a real
challenge of interpreting what's in the teacher's head, so
that they know what the task actually demands of them.
We want to think about how learners set personal objectives.
Do they have their own mechanism for
setting goals for the tasks that they're doing?
And are they able to select and
use different cognitive strategies to accomplish different tasks?
So, that's number two. Self Regulated Learning.
What we've found, and there's some very interesting work
by Deborah Butler at the University of British Columbia,
and Sylvie Cartier of the University of Montreal in
Quebec, and they found that the most academically successful
learners are often more consciously aware of managing their
learning activities and take control of self-directing their efforts.
These learners take the time to interpret the tasks before they set
about doing it, and they're able to give themselves feedback
on the extent to which their strategy was successful.
A resource that has been particularly useful for teachers
recently in British Columbia is by the work of Stuart Shanker.
It's called, "Calm, Alert, and Learning".
And we're going to ask you to explore that reference
over the next week or two.
The third powerful learning model that we
want you to think about is lifelong learning.
The most useful work that we've found in
this area comes from Guy Claxton in the UK.
He wrote a terrific book called "Building Learning Power",
and in that he describes four areas of lifelong learning.
So again, I like you to think about your
learners in your class and see to the extent
to which they demonstrate these characteristics.
So, the first one is resilience.
When they meet something tough, do they have
the ability to bounce back, and to move forward?
The second is resourcefulness, again, when met with a challenge that they
have a range of strategies, and ways of figuring things out.
The third is reflection, and that's the ability
to sit back and think about your
own learning, and the fourth is reciprocity, the
ability to work with other learners.
So, these four characteristics of life long learners are
what we want in all young people, and again, we've found Guy's work particularly
useful for classroom teachers in developing strategies
that will strengthen those characteristics in our learners.
So, effort based, self regulated, life long. And the fourth one is Imaginative
Education, or Imaginative Learning. This comes from the work of Kieran Egan.
The website is filled with wonderful resources.
It's up on the screen, and we're also going to
ask you to explore it over the next couple of weeks.
And Kieran's observation Is that oftentimes,
the tasks that we ask students to do are not engaging.
Particularly, he was looking at his own boys when they were seven
years old, and the teacher was asking them to be interested in community helpers.
What does the woman at the grocery store do?
His kids were not the slightest bit interested in that.
They wanted to know about dragons, about monsters, about dinosaurs,
about great big machines.
He said we need to engage kids' imagination
before they actually will be ready to learn.
He's developed a whole kit and a series of resources around this.
And just some of the strategies for you to think about are: how do
you use story to capture the imagination
of your learners? Are you using metaphors?
Do they understand what metaphor is?
The notion of abstract binary opposites, good versus evil, right versus
wrong. You can think about it your own context areas.
The notion of movement.
Are we allowing kids to get up and move during the day?
Do they have an opportunity to explore
learning through humor, through jokes, and through gossip?
He's developed
a wonderful resource called learning in-depth.
And, again, we're going to ask you just to think about this.
The notion of learning in depth is that every learner should
have the opportunity to become an expert in a particular area.
And these topics are assigned by the teacher.
I might be assigned the topic of an apple,
Linda might be assigned the topic of a frog,
and over the course of the
year, we're going to become the class expert in those areas.
But the series of strategies for learners to really go at something in
depth and develop some expertise that will last them for a life time.
So, we have found that teachers who are operating from a learning model
- maybe not all the time, but some of the time -
really deepen their own understanding
of what's going on for their learners
and provide a much richer learning environment.
So, we hope you've enjoyed the
very quick outline of some learning models,
and we look forward to getting back to you
next week, when we're going to be continuing this conversation.
[MUSIC]
