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Review of teaching > Teaching Review > Flashcards

Teaching Review Flashcards

1
Q

Quantitative data HGIOS 4

A

Schools collect a wide range of
quantitative data for example
about attainment, attendance,
bullying and prejudice-based
discrimination and option
choices. Effective selfevaluation
includes
rigorous interrogation
of this data by staff
who are data-literate
and use the data to
recognise emerging
issues and when
specific interventions
are necessary.

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2
Q

2.4 Personalised support - 3 themes

A
  1. Universal support
  2. Targeted support
  3. Removal of potential barriers to
    learning
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3
Q

sociometer theory

A

A theory that proposes that self-esteem is a gauge—an internal, psychological meter—that monitors the degree to which a person is being valued and accepted versus devalued and rejected by other people

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4
Q

Working Memory - Define

A

Site of Awareness and thinking

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5
Q

Deliberate Practice : 3 things to remember

A
  1. Many processes that can be easily done in one go by expert learners actually consisit of multiple sub-processes for novices.
  2. The five stage skill , define elseswhere
  3. Giving student access to the final answers during deliberate practice to ensure that they are practising the right things.
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6
Q

Long Term Memory - Define

A

Factual and Procedural knowledge

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7
Q

Independent Practice - Define

A

Independent practice produces ‘overlearning’ — a necessary process for new material to be recalled automatically. This ensures no overloading of students’ working memory

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8
Q

Problem Solving 3 things to remeber

A
  1. Problem solving is not a skill. In order to successfully solve problems , studetns need domain -specific knowledge.
  2. The three step procedure ; define other card
  3. Students can be struggling but not learning.
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9
Q

1.4 Leadership and management of staff - 3 themes

A
  1. Governance framework.
  2. Building and sustaining a professiona staff team.
  3. Staff wellbeing and pastoral support.
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10
Q

Triangulation of Evidence HGIOS 4

A
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11
Q

Focused thinking : 3 things to remember Barton

A
  1. We want students to be thiknig hard about the right things , so we should take steps to reduce extrabeous load.
  2. Students can be thinking hard but not learning if the experince cognitive overload.
  3. Sounds and images are processed and held in seperate channels in working memory, which we can use to our advantage via the careful presentation of information.
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12
Q

What had the 5 largest effect sizes in John Hattie’s Visible Learning

A

1) Self Reported Grades/ Student Expectations 1.44 2) Piagetian Programs 1.28 3) Response to Intervention 1.07 4) Teacher Credibility 0.90 5) Provide formative evaluation 0.90

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13
Q

What are second 5 principles of instruction ?

A

6) Check Student Understanding 7) Obtain High Success Rate 8) Scaffolds for difficult tasks 9) Independent Practice 10) Weekly and Monthly Review

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14
Q

(Barton)How students think and learn, 3 things to remember

A

1) Expert and Novice learners don’t just know different things , they think in a fundamentally different way from each other. 2) Students remember what they attend to , so we should plan lessons and evaluate activities using this principle. 3) Anyone can suffer from maths anxiety. It can be debilitating , but there are ways we can help.

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15
Q

Self reported grades / Student expectations - define

A

teachers should provide students with opportunity to predict their performance , having high expectations and providing feedback.

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16
Q

1.2 Leadership of learning 3 themes

A
  1. Professional engagement and
    collegiate working
  2. Impact of career-long professional
    learning
  3. Children and young people leading
    learning
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17
Q

Three step procedure problem solving

A
  1. Develop inflexible knowledge via explicit instruction.
  2. Carefully batch related problems together.
  3. Over time present those problems in isolation.
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18
Q

People’s View - HGIOS 4

A

Staff, pupils, parents/carers, partners
and other stakeholders such as the
local authority or governing body
should all have regular opportunities
to share their views about the
school. Examples of how
people’s views can be
gathered include through
surveys, focus groups,
ongoing professional
dialogue, learning
visits and minutes
of team meetings.

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19
Q

Explicit Instruction :4 things to remember Barton

A

1) Explicit instruction , when done well , is the most effective form of instruction for everyone apart from experts in a given domain.
2) Partial guidance during instruction could lead to the development of incomplete or erroneous knowledge
3) Inducing cognitive conflict can be an effective way to resolve lingering misconceptions, but students must have both the will and the ability to make the change , both of whic are intimatley related to domain- specific knowledge.
4) Its often appropriate to develop conceptual understanding alongside or after the development of procedural fluency.

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20
Q

2.7 Partnerships - 3 themes

A
  1. The development and promotion of
    partnerships
  2. Collaborative learning and
    improvement
  3. Impact on learners
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21
Q

2.1 Safeguarding and child protection : 3 themes

A
  1. Arrangements for safeguarding,
    including child protection
  2. Arrangements to ensure wellbeing
  3. National guidance and legislation
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22
Q

3.3 Increasing creativity and employability - 3 themes

A
  1. Creativity skills
  2. Digital innovation
  3. Digital literacy
  4. Increasing employability skills
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23
Q

Impact of career-long professional learning - effective practice

A
  1. Senior leaders build on the skills and talents of
    individuals to build leadership capacity.
  2. There is a very strong focus on improving learning
    among staff across the school.
  3. There is evidence of clear and measurable impact of
    professional learning on outcomes for learners.
  4. Staff work collaboratively to strengthen their
    understanding and implementation of key national
    policies including the Scottish Attainment Challenge,
    Developing Scotland’s Young Workforce and
    Learning for Sustainability.
  5. Staff are confident in discussing how they have
    improved their practice as a result of their
    professional learning activities.
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24
Q

What are the first 5 principles of instruction ?

A

1) Daily review 2) New Material in Small Steps 3) Ask Questions 4) Provide models 5) Guide Student Practice.

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25
Q

Feedback should

A

Cause thinking

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26
Q

shared influence

A

An influence that is common to all children in a family.

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27
Q

Behaviorism - Define

A

A branch of psychology that claims that all behaviors and emotional responses are the result of learning

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28
Q

1.5 Management of resources to promote equity : 3 themes

A
  1. Management of finance for learning
  2. Management of resources and
    environment for learning
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29
Q

Self Expplanation: 3 things Barton

A
  1. The self - explanation effect suggest that self explanation can be a powerful learning tool.
  2. There are several easy to implement steps we can take to make the most out of these self - explanations.
  3. Students are not natural self - explainers and hence may need to be prompted.
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30
Q

Obtain High Success Rate- Define

A

A success rate of around 80% has been found to be optimal, showing students are learning and also being challenged. Better teachers taught in small steps followed by practice

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31
Q

1.3 Leadership of change- 3 themes

A
  1. Developing a shared vision, values andaims relevant to the school and its community.
  2. Strategic planning for continuous improvement.
  3. Implementing improvement and change.
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32
Q

2.2 Curriculum - 3 themes

A
  1. Rationale and design
  2. Development of the curriculum
  3. Learning pathways
  4. Skills for learning, life and work
33
Q

3.2 Raising attainment and achievement : 3 themes

A
  1. Attainment in literacy and numeracy
  2. Attainment over time
  3. Overall quality of learners’
    achievement
  4. Equity for all learners
34
Q

Our Learning and Teaching : things to do (HGIOS part 2)

A
  1. Carry out a learning walk to
    have a good look at your
    school. Before you set off
    decide what aspects of
    learning you want to focus on.
    For example, you might look at
    wall displays, digital resources,
    outdoor facilities or the layout
    of classrooms.
  2. Arrange some visits to observe
    and record what learning and
    teaching are like. Before you
    do this, find out about your
    school’s learning and teaching
    policy. Work with staff to agree
    what you will consider when
    you are in lessons. Consider
    making your visits jointly with
    staff.
  3. Meet with focus groups of
    pupils from different stages
    across the school. Decide
    what questions will help them
    to express their views. It might
    be good to focus on specific
    aspects of learning and
    teaching for example,
    homework, books and
    equipment or how pupils get
    choices in learning.
  4. Work with staff to identify and
    analyse data on aspects of
    school life, for example,
    bullying incidents, positive
    relationship/behaviour
    programmes, attendance and
    exclusions and attainment.
  5. Find out if your school’s
    curriculum is meeting pupils’
    needs. This might focus on a
    particular curriculum area or be
    a broader look across the
    school.
35
Q

3.1 Ensuring wellbeing, equality and inclusion - 3 themes

A
  1. Wellbeing
  2. Fulfilment of statutory duties
  3. Inclusion and equality
36
Q

What are the 3 quality indicators of successes and achievements?

A
37
Q

Worked Examples : 3 things to Remember

A
  1. Examples should not be bundled toghther at the start of a lesson but should be presented as example problem pairs, followed by carefully chosen questions for students to complete before returning to another example problem pair,
  2. Prompting students to self explain during the completion of worked example makes them an even more effective tool of instruction and learning.
  3. Domain specific experts do not benefit as much from worked examples as novice learners but we need to be careful when making the judgement of expertise.
38
Q

WEEKLY and MONTHLY REVIEW - Define

A

The effort involved in recalling recently-learned material embeds it in long-term memory. And the more this happens, the easier it is to connect new material to such prior knowledge

39
Q

Our Health and Well being -things to do (HGIOS part 2)

A
  1. Hold some focus group
    discussions to find out about
    how children’s/young people’s
    learning supports wellbeing.
    Using the wellbeing wheel
    select one or two of the
    wellbeing indicators as the
    theme for your discussions.
  2. Evaluate the impact of any
    peer support programmes that
    exist in your school such as
    buddying, peer mediation,
    classroom helpers, mentoring.
    Create a set of questions for
    those involved in these things.
  3. Analyse the displays in your
    school corridors and social
    areas to see how well they are
    used to promote wellbeing,
    inclusion and equality.
  4. Find out how well your school
    engages with partners across
    your community to extend
    opportunities to increase
    children’s/young people’s
    wellbeing.
40
Q

2.3 Learning, teaching and assessment : 3 themes

A
  1. Learning and engagement
  2. Quality of teaching
  3. Effective use of assessment
  4. Planning, tracking and monitoring
41
Q

Provide models - Define

A

Students need cognitive support to help them learn how to solve problems. Modelling, worked examples and teacher thinking out loud help clarify the specific steps involved.

42
Q

What are the 7 quality indicators learning provision?

A
43
Q

1.1 Self-evaluation for self-improvement 3 themes HGIOS 4

A
  1. Collaborative approaches to selfevaluation
  2. Analysis and evaluation of intelligence
    and data
  3. Ensuring impact on learners’
    successes and achievements
44
Q

Children and young people leading learning - effective practice

A
  1. There is evidence of a range of strategies in use to
    support children and young people to take
    responsibility for their own learning and progress.
    These are enabling children and young people to
    have greater confidence and skills in leading their
    own learning and that of others.
  2. Learners regularly engage in challenging dialogue
    with others about their learning and progress and
    use this to set themselves clear targets in learning
45
Q

2.5 Family learning - 3 themes

A
  1. Engaging families in learning
  2. Early intervention and prevention
  3. Quality of family learning programmes
46
Q

unshared influence

A

An influence that children in the same family don’t share.

47
Q

Our School and Commnuity Theme 3-things to do (HGIOS part 2)

A
  1. Evaluate how well children/
    young people are involved in
    decisions about improvements
    to your school building,
    facilities and grounds
  2. Work in partnership with
    school staff to plan an audit of
    your school grounds. Consider
    accessibility, safety, security,
    cleanliness, social spaces,
    playground equipment and
    areas for outdoor learning.
  3. Carry out an audit to see how
    energy-efficient your school is.
  4. Reflect on how well your
    school uses digital technology
    to find solutions to common
    issues raised by members of
    the school community.
  5. Conduct and investigation to
    find out how safe your school
    entrance area is when children
    and young people are being
    dropped off or picked up.
48
Q

Theme 2: Learning and Teaching

A
49
Q

nature-nurture debate

A

The debate over whether people’s personalities are due mostly to nature—what they were born with—or mostly to nurture— how they were raised.

50
Q

Ask Questions - Define

A

The most successul teachers spend more than half the class time lecturing, demonstrating and asking questions. Questions allow the teacher to determine how well the material is learned.

51
Q

New Material in Small Steps -Define

A

Our working memory is small, only handling a few bits of information at once. Avoid its overload — present new material in small steps and proceed only when first steps are mastered.

52
Q

What are the benefits of testing?

A

1) Retrieval aids later retention 2) Testing causes students to learn more from the next study episode 3) Testing improves transfer of knowledge to new contexts 4)Testing helps with retrieval of material not tested.

53
Q

Theme 5: Our Success and our achievements

A
54
Q

Direct observation- HGIOS 4

A

Direct observations of practice can take place in a range
of learning contexts including during learning which takes
place outdoors, in a workplace, at college and during
excursions and residential experiences. Observations should
be linked to agreed criteria and a shared understanding of
their purpose. All stakeholders including staff, learners,
parents and partners can engage in these structured
observations and give feedback to support self-evaluation

55
Q

Learning

A

A change in long term memory.

56
Q

Our Sucess and Achievements - things to do (HGIOS part 2)

A
  1. Evaluate how well your school
    promotes opportunities for
    achievement through out-ofclass
    learning and activities.
    This might include trips to
    places of interest in your local
    community and further afield,
    learning in a workplace or
    joining teams and clubs to
    learn a new activity.
  2. Consider how well your school
    supports children/young
    people to reflect on their
    achievements and build on
    them.
  3. Find out how children/young
    people feel they benefit from
    out-of-class learning in your
    school?
  4. Carry out a survey to find out
    how well your school supports
    children/young people to try
    new things
  5. Carry out an investigation of
    what pupils in your school are
    achieving in their local
    community.
57
Q

What does SMILE stand for in SMILE CARDS

A

Secondary Mathematics Individualised Learning Experiment

58
Q

2.6 Transitions - 3 themes

A
  1. Arrangements to support learners and
    their families
  2. Collaborative planning and delivery
  3. Continuity and progression in learning
59
Q

Scaffolds for difficult tasks - Define

A

Scaffolds are temporary supports to assist learning. They can include modelling, teacher thinking aloud, cue cards and checklists. Scaffolds are part of cognitive apprenticeship.

60
Q

What are 5 key quality indicators for leadership and management

(HGIOS 4)

A
61
Q

introversion

A

The degree to which people are quiet and sometimes shy.

62
Q

HGIOS 4 : What are 3 capacities for improvment

A
63
Q

anxiety disorders-define

A

The classification of mental disorders, formerly called neuroses, in which the major symptom is apprehension of possible danger

64
Q

Choice of examples 3 things to remember

A
  1. Chosing examples is the one of the most important part of the planning process , making up for deficiencies and ambiguities in defintions , explanations and rules.
  2. Non- examples can be effective way of adding clarity and completeness to students’ understanding of a concept.
  3. Carefully designed progression and variation in examples and exercises can allow students to make the vital connections that develop both procedural fluency and conceptual understanding.
65
Q

1) Theme 1 : Our Relationships

A
66
Q

(Barton) Motivation , 3 things to remember

A

1) It is important that maths matters to students , but real- life contexts are rarely the best way to go about achieving this. 2)Intrinsic motivation is better for the long run, but external rewards and sanctions have a key role to play, and may help nudge students into a virtuous cycle. 3) Motivation is directly influenced by achievement. If students are successful and believe they can be successful, they will be motivated.

67
Q

What are the five elements of formative assessment?

A

1)the provision of effective feedback to students 2) the active involvement of students in their own learning. 3) the adjustments of teaching to take into account the results of the assessment. 4) the recognition of the profound influence assessment has on motivation and self-esteem of students, both of which are critical influences on learning. 5) the need for students to be able to assess themselves and understand how to improve.

68
Q

Theme 4 : Our health and well being

A
69
Q

5 stage process deliberate practice.

A
  1. Isolate Skill
  2. Develop Skill
  3. Assess Skill
  4. Final performance
  5. Practice retrieval later.
70
Q

Who developed the forgetting curve ?

A

Hermann Ebbinghaus

71
Q

Check Student Understanding -Define

A

Less successful teachers merely ask “Are there any questions?” No questions are taken to mean no problems. False. By contrast, more successful teachers check on all students.

72
Q

Self Evaluation - looking inwards cycle HGIOS 4

A
73
Q

Daily Review - Define

A

Daily review is an important component of instruction. It helps strengthen the connections of the material learned. Automatic recall frees working memory for problem solving and creativity.

74
Q

Sin(A +-B)

A

= sin A cos B +- cosA sinB

75
Q

Name the 5 themes how good is our school part 2

A
76
Q

What is the virtuous cycle of improvement? HGIOs part 1

A
77
Q

Theme 3: Our School and Community

A
78
Q

state self-esteem

A

A form of self-esteem that involves how you feel about yourself at any particular moment in time

Review of teaching (8 decks)

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