Editioral 3rd Dec 2007
During my first year in the Inspectorate I remember observing a lesson and writing something along the lines of ‘a very boring approach'. My line manager's prompt response to this very naïve statement was; ‘but was there any learning going on?'. Whilst I am the first to acknowledge that good teaching generally leads to good learning it taught me something. From that time onwards the focus of my observation has been the students rather than the teacher/lecturer.
But how do we know when good learning is going on and how do we facilitate this good learning?
In my experience the signs of good learning come from students who:
- Are highly motivated and enthusiastic, inspired and engaged in their work.
- Ask questions and question what is being said.
- Remain on task / demonstrate sustained concentration.
- Work productively individually, in pairs and in groups.
- Make spontaneous and appropriate contributions when inspired to do so.
- Illustrate their comments from their own experience or part time jobs.
- Are able to evidence what they say, conduct independent research when the task requires it and show evidence of reading around the subject.
- Can argue logically and coherently.
- Are happy, used to, and encouraged to take part in high quality discussion and debate.
- Understand exactly what they are to do when they are given a task and get on with it, completing it successfully and accurately.
- Know how well they are doing and how they can improve their work.
- Can give succinct and appropriate answers when questioned.
- Experience no downtime as they are all engaged on tasks which are appropriate to their levels (the more able should not be wasting any time and the less able should be able to start a task without help in the first instance).
- Demonstrate that their learning is clearly built on previous understanding.
How therefore can good teaching inspire good or very good learning?
There is no definitive teaching style which will guarantee the quality of the above learning. However some, or all of what is written below will encourage good learning:
- Well planned and structured lessons, with clear learning objectives which are shared with students (It is possible to plan without having reams of written plans on paper).
- A variety of exciting and challenging tasks to stimulate students' interest.
- Clear explanation of concepts but no more than twenty minutes of explanation (ideally inter-dispersed with questions and illustrations) at any one time.
- Skilful questioning tailored to all abilities which will test understanding and extend thinking.
- A willingness to cater for different groups of learners.
- Open and challenging questions to encourage debate and discussion
- Informed and enthusiastic exposition (Many, otherwise good lessons, have been spoiled by a flat delivery, which disengages students)
- Tasks, properly prepared and clearly explained, to encourage group and paired work
- A willingness of teachers to circulate, monitor and join in discussions to extend thinking as pupils are working in pairs or groups.
- Groups/pairs structured and managed by the teacher to encourage productive interaction amongst peers. Groups can be chosen for mixed ability, the same ability, mixed gender, mixed personalities etc.
- Imaginative use of resources e.g. images from the internet, a short excerpt from an appropriate video or a game. This would suit a variety of learning styles, for example, visual learners, so that they too can identify with the learning objectives.
- Examples which make good use of students own experiences.
- Teaching which clearly links to previous understanding.
- A willingness to take opportunities to enhance key skills.
- Practical work of an appropriate length for learners and clearly linked to relevant theory.
- Organisation of materials for practical work before the beginning of the lesson is crucial.
- Practical worksheets must be extremely clear and precise so that students are in no doubt about what they have to do.
- For both theory and practical lessons the end of the lesson must always be used to recap on learning objectives and assess whether they have been achieved.
- In practical lessons the teaching of the learning objectives is the critical factor and the end of the lesson must not be simply used as a clearing away exercise.
The overriding aim is to challenge, inspire, support and motivate students, I have seen very good learning where the teacher acts as a facilitator rather than a central stage performer. However such good learning is usually a consequence of excellent planning and the encouragement of well managed student discussion and debate.
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Posts: 1
Re Editorial 3.12.2007
Reply #1 on : Wed December 19, 2007, 11:01:29