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Teaching Approaches/Planning for interactive pedagogy: Difference between revisions
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, 13 years ago→Teaching for learning
SimonKnight (talk | contribs) (Created page with "=Lessons for Learning= Teaching is a complex process. Complexity increases as we factor in assessment and pupil achievement; raising standards; the variety of experience that ...") |
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==Teaching for learning== | ==Teaching for learning== | ||
The combination of knowledge, decisions and action should provide an impetus for effective teaching in the classroom. Effective teachers promote effective learning in a culture of high expectations. Pupils achieve more when lessons are well structured and sequenced | The combination of knowledge, decisions and action should provide an impetus for effective teaching in the classroom. Effective teachers promote effective learning in a culture of high expectations. Pupils achieve more when lessons are well structured and sequenced, when teachers make objectives clear and where pupils know what they are supposed to be learning. Effective teachers interact with pupils through targeted prompting and feedback and review learning and pupil progress regularly. They see the development of themselves as teachers as a continuous process. | ||
{{adaptedfrom|Classroom Management - Thinking Point|Whole|These principles have lessons for classroom management too. Research by Croll and Moses (2000) and Miller (1996) argued that teachers feel that 80 per cent of the causes of challenging behaviour amongst pupils are due to ‘within child’ or ‘home’ factors. This view is counteracted by research by Beaman and Wheldall (2000) who found | |||
* on-task behaviour of the same pupils varies across subjects and between teachers; | |||
* when the level of teachers’ positive verbal interventions increases, there is an increase in the level of pupils’ on-task behaviour. | |||
Two useful 'talking points' to consider are the statements | |||
* the pupil who likes to be in trouble has yet to be born; | |||
* good behaviour needs to be taught.}} | |||
==Task 2 ''Effective teaching – effective learning 30 minutes== | ==Task 2 ''Effective teaching – effective learning 30 minutes== | ||
