I have just read this content online compiled by two professors from Durham College.
‘Seven ‘great’ teaching methods not maintained by evidence’ (1)
‘How to create teaching great’ (2)
The articles derive from an investigation paper for that Sutton Trust ‘What makes great teaching” (3)
Here is a little quiz for you personally.
Seven from the following teaching practices don’t have any evidence to support them as ‘great’ teaching methods and 6 do.
Try to figure out which is which.
Using praise lavishly
Allowing learners to uncover key suggestions for themselves
Grouping learners by ability
Re-studying and highlighting to revise and memorise
Addressing problems with confidence and occasional aspirations
Teaching to some learner’s preferred learning style e.g. kinaesthetic, visual, auditory
Active learners remember greater than passive learners
Content understanding by teachers
Quality of instruction
Relationships between teachers & students/teaching climate
Teacher beliefs e.g. about how exactly children learn
Professional behaviours e.g. professional development, supporting colleagues and liaising with parents.
Which have you choose because the six aspects of good-quality teaching and which seven have you reject?
Apparently, the very first seven out there don’t have any evidence to support them as effective teaching methods, despite their recognition, and also the last six do.
Actually the 2 components which have the most powerful evidence for effect on student outcomes:
Content Understanding – teachers who’ve an in-depth understanding from the subject they’re teaching and can communicate it effectively to students.
Quality of Instruction – teachers who’re skilled in effective questioning & assessment, and who progressively introduce additional skills and understanding.
This content make interesting studying, so when I just read articles such as this I usually reflect by myself teaching methods and exercise. It’s interesting that whenever I consider the advance within my children’s phonic screening check results (19% passed 2012, 100% passed 2014) Yes, it happens because I designed a real effort to enhance my phonics teaching.
This can be a review of things i did:
Ensure my phonics teaching was clearly structured so the children progressively built their understanding from the sounds plus the skills of blending to see and segmenting to spell.
Giving children lots of possibilities to rehearse their skills of studying and writing so they were firmly embedded. This incorporated using pseudo words to assist children make use of the decoding skills they have to tackle any unfamiliar word.
Using phonetically decodable studying books as our studying plan to ensure that children come with an chance to see their very own books while using phonic understanding and skills they’ve learnt at school.
The content on ‘How to create teaching great’ states in the conclusion ‘The way teachers find out about their very own teaching may have a direct effect on student outcomes’. Which has certainly demonstrated to be real within my teaching of phonics.
Higgins, S and Coe, R. ‘Seven ‘great’ teaching methods not maintained by evidence’: The Conversation. 31 October 2014
Higgins, S and Coe, R. ‘How to create teaching great.’ The Conversation. seventh November 2014
Coe, R, Aloisi, C, Higgins, S and Elliot Major, L. ‘What makes great teaching?
Overview of the underpinning research through the Sutton Trust (article in October 2014).
Barbara Townley is really a mother along with a qualified primary teacher and has been around education since 1981. She’s trained within the U.K. and abroad and it has a PGCE, TEFL certificate, MA in applied linguistics and it has lately qualified being an AMBDA dyslexia teacher.