A workmate sent me this article by Steve Wheeler and thought it would be good to share it in here:
There has been much consternation in recent weeks about the amount of standardised testing the British government is determined to impose upon English school children. Children don’t learn any more or any better because of standardised testing, unless there is feedback on how they can improve. But SATs seem to be the weapon of choice for many governments across the globe. It seems that little else matters but the metrics by which our political masters judge our schools. At a recent head teachers conference, one of the most astute comments was ‘you can assess without testing.’ There are many ways to assess, and here are seven:
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I would like to share this article from “Mind/Shift”. It can make us think a lot about our teaching methods.
In recent years researchers have begun to build a science of interest, investigating what interest is, how interest develops, what makes things interesting, and how we can cultivate interest in ourselves and others. They are finding that interest can help us think more clearly, understand more deeply, and remember more accurately. Interest has the power to transform struggling performers, and to lift high achievers to a new plane.
READ THE ARTICLE
Good evening everyone! I was surfing the internet and I bumped into this article. It made me think a lot…not only because it is true, but also because it can happen to experienced teachers. Parents change, laws change, school directors change and a looong etcetera can affect our lovely teaching jobs.
READ THE ARTICLE HERE
A new report has reviewed all the research into what makes teaching effective. Popular teaching methods, such as lavishing praise on pupils and grouping students by ability, are not based on evidence and can harm student development, a report has found.
The Sutton Trust examined 200 pieces of research on what makes great teaching, concluding that some common practices have no grounding in research while other less popular approaches can be effective. The report found that the two most important elements of great teaching were the quality of instruction and how well a teacher knew their subject.
Different methods for evaluating teaching were also examined, including lesson observations and getting students to rate their teachers. All these methods were deemed useful, but the report said that they were also easy to get wrong and should not to be used in isolation.
The two factors with the strongest evidence of improving pupil attainment are:
- teachers’ content knowledge, including their ability to understand how students think about a subject and identify common misconceptions
- quality of instruction, which includes using strategies like effective questioning and the use of assessment
Specific practices which have good evidence of improving attainment include:
- challenging students to identify the reason why an activity is taking place in the lesson
- asking a large number of questions and checking the responses of all students
- spacing-out study or practice on a given topic, with gaps in between for forgetting
- making students take tests or generate answers, even before they have been taught the material
Common practices which are not supported by evidence include:
- using praise lavishly
- allowing learners to discover key ideas by themselves
- grouping students by ability
- presenting information to students based on their “preferred learning style”
To read the report: http://www.suttontrust.com/researcharchive/great-teaching/