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Transcript of TEEP Training
A teacher centred environment
Teacher in control
The teacher is the instructor and decision maker
The learner experience is often competitive by nature. The competition is usually between students. Students may resent others using their ideas
The content is the most important Student Centred Learning
A student centred environment
Students in control of their learning
The students are the decision makers – the teacher is the facilitator and guide
Learners may be co-operative, collaborative or independent. Students work towards common goals. They willingly help each other sharing skills and ideas
Content, skills and dispositions are all valued TEEP – learning cycle planning tool 1) Prepare for Learning Includes classroom rituals
High challenge/low stress
Organisation of equipment
Motivate and ready students for learning
Environment is important – displays, layout of room, resources, sound/music, lighting etc... Entry Work The entry work could be a connection of learning from previous lesson or introduce a new topic
It is a short activity student do immediately on entering the room
It should be engaging and stimulate thought about the lesson to come Video clips
Alphabet (A-Z of a certain topic)
Odd one out (from a list of 3)
Continuum Line (with statements)
Standard Operating Procedures for group work A-Z of…………………………………………………. STANDARD OPERATING PROCEDURE 2) Agree Learning Outcome Within 5 min of start of lesson – introduce the learning outcomes (focus on what progress will be made)
At the heart of effective lesson planning are clear unambiguous learning outcomes
Outcomes should relate to what is learnt and not the activity - Could be differentiated or linked to grades
If completing learning logs – students could use post-it notes to agree their own outcomes (outcome not activity!)
Link it to success criteria – “we know we have achieved this because…” 3) Present New Information The real ‘hook’ to the lesson – and opportunity to engage the learner. To stimulate curiosity and reach out to them so they are enthusiastic for the following activities
Should be as multi-sensory as possible, at the very least use pictures/images. Case studies could be used with music added on. Photostory
Case Study 4) Construct This must deliver the learning outcomes
It should be designed to deliver high level thinking that triggers student questioning
Where possible – should allow for different learning preferences.
Allow students to record through a preferred method e.g. mind map, list, carousel Modelling
Pick a number (question of sport style)
Graphic organisers – mind maps, diagrams etc…
Problem Solving activities
De Bono hats A ranking exercise is a simple, participatory and rapid method for establishing what the group considers its primary problems/needs/priorities etc….
Ranking can help a class identify different priorities and hear different viewpoints
This exercise could be completed in tutor time as an activity for Year 9’s in helping them to consider their option choices. The statements can be written on packs of cards
Rank the following statements in order of importance.
Maths and English are needed to succeed in the modern workplace
A sense of humour is needed to be a good team player
Communication skills are vital for employability
You need to study the subject you want to take at university
Having friends in the same class is important in decision making
Work experience is a useful tool in providing an insight into your career of choice
You should speak to teachers/friends/family when making your choices Ranking Exercise As a group you have been asked to find out the different muscles in the body
Use the handout to identify the major muscles of the body and write them on sticky labels.
One of your group wear the boiler suit provided and stick the labels in the appropriate places.
As a group you are responsible for briefing the person wearing the boiler suit. Using at least one basic sporting movement identify the muscles and types of muscle contraction involved. e.g. in a football kick: hamstrings, concentric contraction, knee flexion, quadriceps concentric contraction, knee extension.
This person will then move groups and explain this to the students in the new group CONSTRUCT - PE Corner 1 – there is a ‘junk’ modelling zone where students are encouraged to create their own vision of the structure of a human cell (for physical learners)
Corner 2 – students watch a highly visual film clip showing the moment of fertilization and make notes (for visual learners)
Corner 3 – students match and sequence keywords to describe how DNA is passed from one generation to another (for mathematical learners)
Corner 4 – Students put together a short role play on chromosomes (for kinaesthetic learners)
An element of choice has been allowed, in itself a motivator, and the teacher has taken the first steps in ensuring that his/her learning style has not become his/her only teaching style. ‘Cranium’ Activity Students may be offered a choice of activities and choose the ‘style’ in which they wish to learn. The following is an example of the construct section of a lesson on human biology. CONSTRUCT - Science 5) Apply/demonstrate new understanding This activity is designed to give the students opportunity to show that they understand what they have learnt by applying it
It should allow them to APPLY what they have learnt though and not just repeat it Mind Map
Making a game
Demonstration of skill/challenge
Tarsia/Task magic activities
Group Challenge with success criteria Expert challenge – working in a team it is your challenge to become ‘experts’ on one of the key elements that underpin the subject content. Your team will first need to do some further research on your allocated area of expertise – a resource pack has been provided for this purpose.
You will then need to plan and prepare a short presentation (max 10 min). The purpose of the presentation will be to teach the other groups the main points about your area of expertise.
Your presentation should be informative and must address the following points: a summary of the fundamental principles underlying your area of research .
You should also aim to make your presentation interesting and engaging. It should be supported by a graphic or appropriate images and should contain a slogan or bumper sticker which will act as a memory ‘hook’ for your audience.
Presentation is no more than 10 min in length.
All members of the team contribute to presentation.
The presentation is clear and concise.
The presentation a summary of the fundamental principles underlying your area of research
The presentation includes graphics and images
The presentation has a slogan Modelling
Problem solving challenge
Assessment for Learning
Higher order thinking - Synthesis – link ideas together
Questioning Usefulness of the Concept Map 3:2:1 Review
Use this graphic organiser to show:
3: Three things we have found interesting
2: Two benefits to teaching and learning
1: Question we would still like to ask Question Wall 6) Review “Learning without reviewing is like filling a bath without putting the plug in” Thankyou