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

Review Skill Content Student Skills: 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 Skill 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

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

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

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

Subject specific pedagogy How to teach a subject or vocation: 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

Subject specific pedagogy How to teach a subject or vocation: 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

How do we teach these vocationally specific thinking skills?

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

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

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

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

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

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

Subject specific pedagogy is… 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)

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

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)

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

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

Review Skill Content Student Skills: 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 Skill 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

Start of End course… Assessment & the nature of the subject Requires these skills So use these skills on the content 1 2 3 4 5 Start of course… End

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

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

You can analyse by knife or by spectacles topic topic D C 1 2 3 4

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

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

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..)

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?

Review Skill Content Student Skills: 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 Skill 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

Underlining; highlighting; annotating; pencil in the margin Methods to study texts, websites etc 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