1. CHARACTERISTICS OF EFFECTIVE TEACHING AND LEARNING Planning for effective teaching and learning requires attention to several key issues. In the material that follows these are summarised for you. They suggest that it is inefficient and ineffective to use traditional lecturing styles or whole class teaching for most of the time, and that cooperative and collaborative learning, often arranged in groups, are a more effective way of promoting learning in the classroom. This is reinforced by studies of how the brain actually learns most efficiently and effectively.

2. Copyright Keith Morrison, 2004 CONSTRUCTIVISM Children construct their own knowledge of the world rather than it being transmitted from an external source (e.g. the teacher). Learning is self-directed and active. Learning derives from experience. Learners continually reorganise and restructure their knowledge – adaptation, assimilation and accommodation. What someone knows is not passively received but actively assembled by the learner. Learning comes through exploration and experimentation. Knowledge is creative.

3. Copyright Keith Morrison, 2004 IMPLICATIONS OF CONSTRUCTIVISM FOR TEACHING AND LEARNING (1) Teachers as facilitators, supports, guides and models of learning. Learning to adjust mental models to accommodate new experiences. Learning concerns making connections between information. Instruction to be built around complex problems rather than problems with clear, correct answers. Students should help to establish the criteria on which their work is assessed. Student interest and effort are more important than textbook content.

4. Copyright Keith Morrison, 2004 IMPLICATIONS OF CONSTRUCTIVISM FOR TEACHING AND LEARNING (2) It is sometimes better for the students, rather than the teachers, to decide what to do. Sense-making and thinking are more important than knowing content. Experimentation and investigation replace rote learning. Teaching uses skill-based and open-ended approaches. Motivation is intrinsic (personal) rather than extrinsic (for marks).

5. Copyright Keith Morrison, 2004 IMPLICATIONS OF CONSTRUCTIVISM FOR TEACHING AND LEARNING (3) Learners often produce unique and personal knowledge. Naïve beliefs are useful starting points rather than being wrong. Active, discovery and guided discovery, and experiential learning are important. Applying not just repeating knowledge. Learning if collaborative and cooperative. Higher order thinking is significant.

6. Copyright Keith Morrison, 2004 Differences between instruction and construction FUNCTIONINSTRUCTIONCONSTRUCTION Classroom activity Teacher-controlled Didactic Learner-centred Interactive Teacher’s roleFact teller; expertCollaborator; learner Student roleListener; always the learner Collaborator; sometimes expert Concept of knowledge Accumulation of factsTransformation of facts Demonstration of success QuantityQuality AssessmentNorm-referencedCriterion-referenced PedagogyDrill and practiceCommunication; collaboration; expression; inquiry; investigation

7. Copyright Keith Morrison, 2004 CONVENTIONAL SETTINGS RESTRUCTURED SETTINGS Student roleLearn facts and skills by absorbing content from teacher/book Create personal knowledge through understanding and application Social characteristics Teacher-controlled; students working independently; competitive Teacher as facilitator; collaborative work; students take decisions AssessmentMeasurement of facts and discrete skills Traditional tests Assessment of knowledge application; authentic assessment Teacher rolePresent information; manage classroom Guide student inquiry and active learning

8. Copyright Keith Morrison, 2004 Do Review Learn Apply

9. Copyright Keith Morrison, 2004 LEARNING IS... An active process of relating new meaning to existing meaning, involving the assimilation and accommodation of ideas, skills, thoughts etc. Making connections between past, present and future which do not always follow a linear fashion; knowledge is constantly modified. A process influenced by the use to which the learning is to be put, and whether the learning may be effectively retrieved in future situations.

10. Copyright Keith Morrison, 2004 EFFECTIVE LEARNING IS... Related to context Related to goals

11. Copyright Keith Morrison, 2004 OUTCOMES OF EFFECTIVE LEARNING Deepened knowledge. Higher order skills, strategies, approaches. Action towards greater complexity and more learning. Positive emotions, excitement, enthusiasm. Enhanced sense of self. More sense of connection with others. Further learning strategies. Greater affiliation to learning. Personal significance through a changed meaning of experience.

12. Copyright Keith Morrison, 2004 PROCESSES OF EFFECTIVE LEARNING Making connections about what has been learned in different contexts. Reflecting about one’s own learning and learning strategies. Exploring how the learning contexts have placed a part in making the learning effective. Setting further learning goals. Engaged with others in learning.

13. Copyright Keith Morrison, 2004 KEY PROCESSES Active learning Collaborative learning Learner responsibility Learning about learning Application of learning

14. Copyright Keith Morrison, 2004 FUNDAMENTALS OF EFFECTIVE LEARNING (1) Learning is a social as well as an individual activity. Higher order cognition is socially learned. Feelings, motivation, interest, engagement, enjoyment and effective learning are closely linked. Learning begins ‘where the learner is’. Activity, investigation, inquiry, exploration, experience and application are essential. Learning is problem-solving.

15. Copyright Keith Morrison, 2004 FUNDAMENTALS OF EFFECTIVE LEARNING (2) Knowledge is integrated in the learner. Trial and error are significant aspects of learning. Social and emotional factors are essential features. Learning must be meaningful. Competitive activity inhibits long-term learning; learning must be unhurried.

16. Copyright Keith Morrison, 2004 FUNDAMENTALS OF EFFECTIVE LEARNING (3) Pressuring students is frequently counter- productive. Punitive environments restrict learning. Enjoyment promotes learning. Students must be rewarded for taking risks. Positive and rich feedback are essential. The experience of success is essential. Monitoring, assessment and diagnostic teaching are essential. High student self-esteem is essential.

17. Copyright Keith Morrison, 2004 CONCEPTIONS OF LEARNING CONCEPTIONS OF TEACHING 1. Quantitative Concerned with how much; essential skills/facts Transmission of knowledge Communicate the external knowledge fluently 2. Qualitative Active constructions of meaning and interpretation Facilitation of learning Get students engaged in appropriate learning activities (what the student does mostly determines learning)

18. Copyright Keith Morrison, 2004 AN EFFECTIVE TEACHER... Has secure knowledge Plans effectively Manages discipline Uses effective strategies Assesses thoroughly Has high expectations Manages resources Manages time Sets useful homework Manages the lesson flow

19. Copyright Keith Morrison, 2004 CHARACTERISTICS OF EFFECTIVE TEACHERS Professional values and practice Knowledge and understanding Teaching: – Planning, expectations and targets – Monitoring and assessment – Teaching and class management

20. Copyright Keith Morrison, 2004 questioning listening demonstrating explaining challenging instructing managing praising assessing Learning objectives Learning objectives Additional adults Additional adults Differentiated input Differentiated input Assessments

21. JUDGING EFFECTIVE TEACHING Teaching Teachingstyles Learning Learningoutcomes Students’ Students’responses Levels of Levels ofattainment

22. Copyright Keith Morrison, 2004 AN EFFECTIVE LESSON PLAN Has clear learning objectives. Activities are timed. Activities relate to the learning objectives. Uses subject-specific language. Matches provision to students’ needs. Says how resources will be used. Uses prior evaluations to inform planning. Sets high expectations of effort, attainment/achievement, progress and behaviour. Uses homework to extend and apply learning.

23. Copyright Keith Morrison, 2004 Students’ response to challenge. Gains in knowledge and understanding. Students’ adaptability to new situations. Working with a sense of purpose, enjoyment and commitment. Motivation to succeed. Asking questions, and persevering. Looking for alternatives and applying new ideas. Self-aware of own progress against known targets and teacher’s expectations. Learning from own (corrected) mistakes. THE OUTCOME OF EFFECTIVE TEACHING IS EFFECTIVE LEARNING

24. Copyright Keith Morrison, 2004 EFFECTIVE TEACHING AND POSITIVE ATTITUDES/BEHAVIOUR Work safely, carefully and considerately. Involvement, application and enjoyment. Have pride in their achievements. Respect the views of others. Work independently. Can solve problems. Take responsibility for their own learning. Sustain concentration on task.

25. Copyright Keith Morrison, 2004 SUCCESSFUL TEACHING IMPROVES STUDENTS’ LEVELS OF ATTAINMENT Assess what students know, understand and can do. Make age-related judgments. Make ability-related judgments. Make like-with-like comparisons. Highlight strengths and weaknesses. Look for patterns (ability, gender, ethnicity). Monitor individual student’s progress over time.

26. Copyright Keith Morrison, 2004 SOME ASSESSMENT-RELATED QUESTIONS A GOOD TEACHER ASKS Are the students’ learning what I’m teaching them? Are they performing as I expected? Are they making satisfactory progress? What aspects of my lesson are effective, and why? Where does my teaching need to improve? Which aspects of the curriculum do they/ don’t they understand, and why?

27. Copyright Keith Morrison, 2004 PLANNING FOR EFFECTIVE LEARNING Learning potential Learning skills Schemes of work Models of learning School standards Curriculum materials

28. OUTCOMES OF LEARNING Compare with Compare with previous attainment Compare with Compare with similar age Compare with Compare with similar ability Look for clear evidence Look for clear evidence of improvement

29. Copyright Keith Morrison, 2004 PROVIDE OPPORTUNITIES Memorise information Attain and test concepts Build and test hypotheses Extract information Analyse own values and beliefs Train themselves in a skill Problem solve Be creative Take initiatives Cooperate with others.