The questions every teacher needs to answer every lesson – David Didau

After a muuuuuuuuuuuuuuuuuta pause of blogs, I have decided to prove the livelihood. You can subscribe here.

For the next girls of girls, I also publish here on the learning Spy site, but, depending on how things go, I intend to be possible as much. I hope you come with me.

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Training teachers how to use pedagogical techniques is, I am determined or for limited use. I have lost account of the times I have seen a teacher act on the comments to improve how they are,

Mary Kennedy 2015’s article, analyzing the practice of teaching suggests that education has to solve five ‘persistent problems’:

1. Potar the curriculum (find ways to give life to the subject)
2. Enlist the participation of students (make sure students participate in significant activities)
3. Expose student’s thinking (discover what students are thinking)
4. Which contains student behavior (making sure the lessons are safe and free of interruption)
5. Personal accommodation needs (doing all this in a way that encodes the preferences and personalities of the teachers)

This is a really useful way of thinking about what teachers need to know and how they should make the delivery of that knowledge in the classroom. Having reflected on these problems for a while, I would like to suggest representing the idea slightly differently as a series of questions that teachers need to answer each lesson:

1. How do everyone know? all Are students paying attention?
2. How do I know what all Students have made sense or what has prevented the bone?
3. As I know all Are students dominating the skills I want them to learn?

There is another question that is, if not more important, like the previous three but they must be designed differently:

4. How can I do all this in an inclusive way and results in all Students who experience success?*

In most of the lessons I observe, teachers do not know if all students are doing these things. In the best cases, they can know that a small sample of students is paying attention, understanding content and improving the things we want to improve, but they will have no idea what is happening for most students. In the worst case, teachers assume that all students attend, understand and dominate the content based on the performance of the students most interested in participating in the lesson and with the most previous knowledge of the topic taught.

There, it is almost certain that it is impossible to have a perfect knowledge of what is happening in mind of a room full of children, the knowledge that we have better or worse. Just knowing that we I don’t know Something can be very useful. I intend to discuss each of these questions separately and in detail, but for now, here are some suggestions of actions that teachers could give them a better knowledge of what it is. all Students are doing in lessons:

Attention

• Ask many closed questions
• Use a slate routine mini to regularly verify that all students know what leg has said.
• The classroom circulates to verify what students write in MWBS
• Call the cold a good sample of students (at least 3-4 every time) to verify that they know what Buckht has
• Ask students to repeat what their classmates say
• Take a note about a ‘messy Markbook’ or what students have answered questions and if they could answer or not
• Use a visualiser to direct students’ attention to specific points (I do)

Comprehension

• Ask open questions
• Call cold students to reformulate ideas in their own words, using the messy Markbook to record what is said
• Ask students to use MWB to shape their thoughts before sharing
• Ask students to ‘turn and speak’ to exchange ideas
• The classroom circulates to verify what students write in MWB and intervene when necessary
• Ask students to explain the ideas of their chat colleagues
• Use a visualiser to co-construct ideas (we do)

Consolidation

• Ask questions that will require extended answers in private formats
• Ask students to improve the answers in their MWB using the new vocabulary and academic language duration of the lesson
• Ask students to rethink theirs and ideas of others using academic language
• Provide students with multiple opportunities to practice the use of new vocabulary ideas and academic language expression
• Ask students to work with greater independence
• Use a visualser to share the extended students of the students (do)

You may have questions about some of these points, but it is expected that this is enough flavor to start thinking about how to support teachers to use reflexive pedagogical techniques and with a clear purpose.

* I will focus on this fourth question on a separate publication.

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