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How can we teach subject-specific pedagogy?…. …..by modeling the use of the most effective teaching methods (page12). Geoff Petty.

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Presentation on theme: "How can we teach subject-specific pedagogy?…. …..by modeling the use of the most effective teaching methods (page12). Geoff Petty."— Presentation transcript:

1 How can we teach subject-specific pedagogy?…. …..by modeling the use of the most effective teaching methods (page12). Geoff Petty

2 Skill 1.Student Skills: e.g. analyzing, evaluating, or planning writing 2. Teacher Skills e.g. choosing and using teaching methods Content e.g. theories of inclusive learning; ground-rules etc Review Student Skill: How did you do that Where else could you use it? Or Review the teacher skills How did I teach that? Could you use that method? And review the Content

3 Task: 1. to devise a teacher training lesson that uses modeling, 2. and to explain it to others

4 Subject specific pedagogy is not just… … How to teach a subject or vocation

5 Subject specific pedagogy is… 1.How to teach a subject or vocation 2.Teaching how to think in your subject or vocational area.

6 Subject specific pedagogy 1.How to teach a subject or vocation: 2.Teaching how to think in your subject. How to think like a hairdresser, historian, chef etc How to reason, create and problem solve How to evaluate practice, ideas, products etc How you know what’s true or what’s the best way How to find out what’s true and what’s the best way to… If there’s more than one ‘truth’: how to decide

7 Subject specific pedagogy 1.How to teach a subject or vocation: 2.Teaching how to think in your subject. How to think like a hairdresser, historian, chef etc How to reason, create and problem solve How to evaluate practice, ideas, products etc How you know what’s true or what’s the best way How to find out what’s true and what’s the best way to… If there’s more than one ‘truth’: how to decide The ‘theory of knowledge’ of your subject: its epistemology

8 How do we teach these vocationally specific thinking skills?

9 Check for completion Ask the question Get some answers Agree a class answer Confirmation & praise Does anyone need more time? Hands up if you don’t have an answer Can your answer be improved? Assertive Questioning ? ! “Thank you”

10 How do we teach Assertive Questioning? By modeling it! Then ask “How did I teach that?” “Why did I do it that way?”

11 Finding out about Assertive Questioning: Teaching Today Evidence Based Teaching Standards Unit Business Studies pack on differentiation has an activity

12 Finding out about Assertive Questioning: Teaching Today Evidence Based Teaching Standards Unit Business Studies pack on differentiation has an activity Useful with ‘hypothesis testing’

13 Subject specific pedagogy 1.How to teach a subject or vocation: 2.Teaching how to think in your subject.

14 Subject specific pedagogy 1.How to teach a subject or vocation By modeling the use of teaching methods: 1.Teaching how to think in your subject.

15 Subject specific pedagogy is… 1.How to teach a subject e.g.John Hattie: challenging tasks feedback to learner and teacher Use high effect-size methods: e.g. self-assessment; graphic organisers; note making; etc (pages 13-14) 2. (+ Teaching how to think in your subject )

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17 The Active Scheme of Work Best sequence of topics For each topic the best: student activities way of explaining analogies etc resources assessment methods

18 Other Methods worth modelling(page 13-14) Advance organisers: (from.48 to.78) Relevant recall questions (0.93) Challenging goals (up to 1.21) ‘Same and different’: (1.32) Graphic organisers: (1.24) Note Making. (.99) Decisions-Decisions: (.89) Cooperative learning (.78) Feedback (formative assessment) (1.13) Generating and testing hypotheses (0.79)

19 Double Decker Lesson Teaching method you modeled assertive question’g graphic organisers; snowballing; etc Content e.g. inclusion, groundrules, integrating key skills, etc Review The method And the Content

20 Double Decker Lesson page 12 Teaching method you modeled assertive question’g graphic organisers; snowballing; etc Content e.g. inclusion, groundrules, integrating key skills, etc Review The method How did I teach that? Could you use that method? And the Content

21 Skill 1.Student Skills: e.g. analyzing, evaluating, or planning writing 2. Teacher Skills e.g. choosing and using teaching methods Content e.g. theories of inclusive learning; ground-rules etc Review Student Skill: How did you do that Where else could you use it? Or review the teacher skills How did I teach that? Could you use that method? And review the Content

22 Assessment & the nature of the subject Requires these skills So use these skills on the content End Start of course… 12345

23 Task: 1. to devise a teacher training lesson that uses modeling, 2. and to explain it to others

24 Double Decker Lesson (Evidence based teaching ch 21) Skill e.g. evaluating or essay planning Content e.g. impact of values on teaching Review The Skill And the Content Pages 1-10

25 topic 1234 A C D B You can analyse by knife or by spectacles

26 Using a graphic organiser to plan writing 1Key points are written here 2 3 A B C Conclusion: Introduction:

27 Using a graphic organiser to plan writing 1 Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here re 2 3 A B C Conclusion: Introduction:

28 Using a graphic organiser to plan writing 1 Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here re 2 3 A B C Conclusion: Introduction: Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here re

29 Using a graphic organiser to plan writing 1 Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here re 2 3 A B C Conclusion: Introduction: Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here re

30 Using a graphic organiser to plan writing 1 Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here re 2 3 A B C Conclusion: Introduction: Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here re

31 Using a graphic organiser to plan writing 1 Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here re 2 3 A B C Conclusion: Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are Introduction: Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here re

32 Using a graphic organiser to plan writing 1 Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here re 2 3 A B C Conclusion: Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are Introduction: Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here re

33 Using a graphic organiser to plan writing 1 Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here re 2 3 A B C Conclusion: Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are Introduction: Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here re

34 1 2 3 A B C Conclusion: Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are Introduction: Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points Key points are written he Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here Key points are written here re Using a graphic organiser to plan writing

35 Feuerstein’s ‘Killer Questions’ (used after success)

36 Feuerstein’s ‘Killer Questions’ (used after success) You’ve just planned your writing: How did you do that? (why… what would happen if you didn’t..)

37 Feuerstein’s ‘Killer Questions’ (used after success) You’ve just planned your writing: How did you do that? (why… what would happen if you didn’t..) Where else could you use that process?

38 Skill 1.Student Skills: e.g. analyzing, evaluating, or planning writing 2. Teacher Skills e.g. choosing and using teaching methods Content e.g. theories of inclusive learning Review Student Skill: How did you do that Where else could you use it? Or review the teacher skills How did I teach that? Could you use that method? And review the Content

39 Underlining; highlighting; annotating; pencil in the margin Extracting key points ‘Atomistic analysis’ ‘Holistic analysis’ Creating ‘graphic organisers’ Asking ‘why?’. Analyse with general principles. More atomistic More holistic Methods to study texts, websites etc


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