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    Outstanding Classroom Learning

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    Елена Налбантова
    Effective classroom practice involves setting clear learning objectives, linking new content to prior knowledge, establishing a positive classroom climate, using a variety of teaching strategies, and providing students with a "big picture" understanding by placing details in wider contexts. Key elements include lesson starters to engage students, formative assessment, developing both core and employability skills, and appropriately challenging all students.

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    Outstanding Classroom Learning

    Uploaded by

    Елена Налбантова
    49 views5 pages
    Effective classroom practice involves setting clear learning objectives, linking new content to prior knowledge, establishing a positive classroom climate, using a variety of teaching strategies, and providing students with a "big picture" understanding by placing details in wider contexts. Key elements include lesson starters to engage students, formative assessment, developing both core and employability skills, and appropriately challenging all students.

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    Effective classroom practice involves setting clear learning objectives, linking new content to prior knowledge, establishing a positive classroom climate, using a variety of teaching strategies, and providing students with a "big picture" understanding by placing details in wider contexts. Key elements include lesson starters to engage students, formative assessment, developing both core and employability skills, and appropriately challenging all students.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    49 views5 pages

    Outstanding Classroom Learning

    Uploaded by

    Елена Налбантова
    Effective classroom practice involves setting clear learning objectives, linking new content to prior knowledge, establishing a positive classroom climate, using a variety of teaching strategies, and providing students with a "big picture" understanding by placing details in wider contexts. Key elements include lesson starters to engage students, formative assessment, developing both core and employability skills, and appropriately challenging all students.

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    © All Rights Reserved
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    of 5

    What is present in effective

    classroom practice?
    A simple acronym going P.L.A.C.E.S

    P rogress
    L earning
    A ssessment for Learning
    C ore skills
    E mployability skills
    S tretch and Challenge

    Resources for Courses

    28 What is present in effective classroom practice?

    Simplicity is the ultimate complexity!


    Set the scene
    Start with a hook. Take advantage of the primacy effect; when recalling information, students
    often show a recall advantage for the first item encountered.
    The beginning, in particular, is the time when the potential for learning is at its greatest.
    Anticipation and expectation (driven by prior association with a particular teacher) creates a
    receptive mind set to new learning. Students should have the opportunity in lesson starters
    to either develop new learning and/or contextualise prior learning.
    In lesson starters:
    Pitch questions appropriately so that every student is able to respond
    Make starters multi-sensory where possible
    Starter activities should unearth any gaps in knowledge from previously learned material
    Lesson starters should create the right state for learning. Putting a student in the spotlight or
    under pressure will not constitute a good learning state for your lesson.

    Creative inspiration often strikes when the mind is in a state of playful relaxation
    Guy Claxton

    Students in the wrong frame of mind are less likely to be creative.

    Links to prior learning


    New information gets laid down on existing schemata
    in the brain. There are 1,000 trillion connections in the
    human brain. The possible combinations of connections
    are about ten to the one-millionth power. As we use
    the brain, we strengthen certain patterns of connection,
    making each connection easier to create next time.
    This is how memory, learning and understanding
    develop. Group discussion (pairs, threes or fours) is a
    good way to create a safe environment for exploration
    of prior learning. Give students a time scale (2-4 minutes)
    to feedback to you what they learned last lesson, or
    what they already know about a specific topic. Ask
    students to record questions that they want answered
    throughout the lesson (use mini white boards).

    These questions can


    be used to discuss
    learning at the end of
    each learning episode.
    This recording activity
    also forms part of
    a personalised
    intervention strategy.

    29 What is present in effective classroom practice?

    Classroom Climate
    A good classroom must include the possibility for individual control as well as providing a
    well-proportioned, stimulating and comfortable learning space. Take advantage of local
    character, solar orientation and appropriate views. Allowing teachers to easily adapt learning
    environments to their individual pedagogical style(s) will increase the opportunity for student
    learning. The use of humour is very important. It personalizes the teacher (credibility) and
    allows the development of rapport.

    Classroom climate for learning is enhanced when


    1 A recognition by students that the teacher treats them fairly and is committed
    to teaching them
    2 Effective classroom routines, such as the way students enter and leave, and
    the way lessons begin and end, are understood
    3 Strategies exist for making learning dynamic, interesting and challenging
    4 Students should feel secure (physically and emotionally)
    5 Classroom displays that support learning are up to date and attractive
    6 Table and seating arrangements are varied to suit the different teaching
    strategies and student groupings. This enhances the learning process
    7 Over time speak to each student individually about things that interest them
    8 Use language in a way that builds relationships and raises students self-esteem

    You can make a significant difference to your


    classroom climate. Start with something which
    is well within your control and relatively easy to
    manage. Be determined to maintain the change
    deliberately and purposefully for the first few
    weeks as your students adjust.

    30 What is present in effective classroom practice?

    Where you stand in the classroom will influence which students you address directly in
    question-and-answer sessions. Teachers tend to focus on students within a fairly narrow
    arc. Simply by moving to different points in the room you can ensure a wider range of
    students are included.

    Providing the big picture

    There is, it seems, more concern about whether children learn


    the mechanics of reading and writing than grow to love reading
    and writing; learn about democratic practice rather than have
    practice in democracy; hear about knowledge rather than
    experience in personally constructing knowledge;... see the world
    narrowly, simple and ordered, rather than broad, complex and
    uncertain. David Milliband
    The brain is more likely to absorb details when
    it can place them in a wider context. That wider
    context may a visual, a sound, a feeling, a taste
    or a smell. The big picture must take into account
    the multi-sensory nature of information.
    In general we learn best when we are actively
    involved in the learning process.
    Every little thing we do in the classroom must feed
    into the big picture. Students should be able to
    develop their knowledge in a sequential and lateral
    manner whereby exploration, and reflection, of the
    nature of the big picture occurs through an ever
    increasing number of small chunks of information.

    31 What is present in effective classroom practice?

    Mind maps, brain storms and learning maps bring together all the information to create the
    big picture. These are very useful revision tools.

    What do I want students to be able to do?


    How will I do it?
    Learning objectives specify the intended endpoint of a period of engagement in
    specified learning activities. They are written in the future tense and should clearly indicate
    the nature and/or level of learning required to achieve them successfully. They should be
    achievable and assessable and use language that learners (and other teachers) can easily
    understand. They relate to explicit statements of achievement and always contain verbs.
    Objectives should be SMART: Specific, Measurable, Achievable, Realistic and Time bound.

    Lesson Planning
    1

    Lesson objectives are clearly stated and repeatedly used as focal points during
    the lesson

    Planning takes into account the varying needs of the students and consists of
    stimulatory sections for all groups of learners

    The lesson is pitched at the appropriate level and the pace allows all learners
    to become engaged.

    There is evidence that the accelerated learners are catered for where applicable

    Lessons are in sequence with previous lessons/prior knowledge and have


    purpose and direction.

    Support staff are utilised to allow access to the learning to all the students

    A range of teaching strategies is employed to deliver the lesson plan

    There is time at the end of the lesson for reflection and progression planning

    The progression of the students is mapped against what is actually learned

    10 There are embedded AfL strategies that supports the learner at every step
    All of the above will only happen if:

    Teachers use well judged and imaginative strategies that match


    the needs of the learners present
    Teachers draw on excellent subject knowledge to astutely plan
    assessment of learners skills, knowledge and understanding
    Teachers understand the learning process itself

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