小班教学专业发展活动【共享精品-ppt】

小班教學專業發展活動經驗分享會,如何透過小組學習提升常識科的學與教的效能,校本推行小班的情況,已參加小班教學研究有多年實踐小班的經驗班級常規已建立全校採用一致性小組學習的指令，每年透過學期的小組學習技巧課進一步強化各班的常規今年度正式在小一,二推行小班教學以實踐小班教學的六大原則作為本年度學與教的關注點,提升小班教學成效的六大原則,校本（常識科）行動研究計劃,推行對象：五年級學生參與老師：常識科主任 常識科老師全學年分三個階段發展,三個階段的發展,校本實踐合作教學的歷程,一切從備課開始，並環繞觀課，評課，檢討及修訂再施教，然後觀課，再檢討而開展,前置安排,營造課室環境,座位安排,1. 清楚看到黑板及教師2. 輕易與他組員溝通,訂定組規及角色分配,全班一齊訂定組規，並貼在班房容易被看見的地方，如黑版兩旁組員角色： 每組同學均編配以1,2,3,4號的組員編號，於不同形式的小組學習活動中，擔任不同的任務。,組員可能擔當角色,組織員 組織小組成員、分配任務，督促組員完成任務紀錄員 紀錄討論的過程、結果。,組員可能擔當角色,匯報員 匯報小組合作成果。 檢查員 檢查小組中每位成員的掌握程度。,組員可能擔當角色,資料員 拿取活動所需物料，並妥善保存。 計時員 確保活動及發言按時完成。,組員可能擔當角色,鼓勵員 鼓勵成員參與活動，鼓勵成員各抒己見。讚賞員 讚賞成員提供的意見及作出的貢獻。,組員可能擔當角色(高能力),提問員 提出問題，令討論更深入、更廣闊。 總結員 總結討論結果的要點。,組員可能擔當角色(額外),聲音控制員員 確保討論或活動進行期間，各成員保持低聲浪。 觀察員 觀察成員合作或相處情況。,常用指令圖像化,除了利用文字外，多利用圖象輔助說明圖象可以老師自備，或邀請學生選畫,分組活動守則,分組快又靜說話要低聲輪流發言表意見說話有禮莫爭先踴躍提意見同學的話留心聽分工合作確係醒準時把工作完成,小組學習技巧課,時間：學期初目的：透過小組學習，促進學生的互助協作採用模式：數字頭（Numbered Heads Together）及圍圈說（RoundRobin）重點：學生能認識及掌握小討論技巧,小班教學的六個原則,Using a Framework of6 Key Principles to Increase the Effectiveness of Smaller Classes,Maurice GaltonFaculty of Education, University of Cambridge UKProfessional Development Activities on Small Class Teaching - Seminar14 July 2010 Hong Kong,Six Principles to guide improvements in practice,Clear statement of learning objectivesExtended questioning during whole class discussionMore active pupil participationIncreased cooperation between pupils by working in pairs and groupsLess use of corrective and more informing feedbackMore use of the assessment for learning approachWhenever possible exploration precedes instruction and examples are situated in contexts that are meaningful to the pupils,First Key Principle: Specifying learning objectives,Too often objectives are specified only in terms of the content or task (e.g. To count in tens from one to a hundred, to memorise the words of a song/poem)Teachers need also to consider the purpose behind these activities. Is it to facilitate problem solving (counting), to aid comprehension (recitation), etc?,Teachers tend to identify what pupils will do not what they will learn.,Which of the following tell pupils about learning? (success criteria which are shared with pupils) To make a Christmas decorationTo be able to interpret a pie-chartTo improve ball throwing skillsTo complete exercise 3a in your maths text bookTo discuss what foods are good for usTo know when to use a and theTo draw and label a diagram of a simple electric circuit,Some key action words when specifying learning objectives,Low level (transmission): to recall, define, identify, state, recognise, name, list, measureMedium level (application): to use, show, perform, explain, illustrate, predict, interpretHigher level (understanding): to classify, design, organise, compose, discover, summarise, conclude, separate,Using key action words when specifying learning objectives,e.g. To count up to one hundred in tens and to use this method to perform simple calculations more rapidly. (low to medium level)e.g. To memorise a poem and demonstrate comprehension by acting out the parts of various characters in the narrative. (low to medium level),Some key questions when specifying learning objectives,Have I not only described the activity but also its purpose?Have I described the purposes in terms of expected pupil behaviour using action words?Have I linked the stated objectives to appropriate use of teaching methods? In general the higher the level the less direct instruction and the greater use of teaching strategies based on the six principles.,Second Key Principle: Extended questioning during class discussion,Much questioning consists of rapid exchanges between the teacher and an individual pupil.These exchanges have been described as cued elicitations in which the teacher asks questions while providing heavy clues as to the answers required.,A Typical Dialogue,T : What is this animal? P : (hesitates) T : Is it a horse? P : No. T : No. Horses dont live in trees. Could it be a monkey? P : Yes. T : Correct. Well done! (smiles),This is an example of what Mercer (2000) calls cued elicitation. The teacher begins speaking as soon as the pupil hesitates (Is it a horse?), repeats the pupils answer (No) and finally gives a prompt (horses dont live in trees).,Back,Second Key Principle: Extended questioning during class discussion,In promoting higher level objectives, pupils need to partake in more thoughtful discourse. This requires teachersTo provide some thinking (wait time).To use encouraging phrases such as, “Interesting. Can you say more?” “Does anyone else want to add more?” rather than repeating the first answer.To use classroom space flexibly.,example,example,Some key questions about extended class discussion,How many pupils generally participated?Were thinking times sufficient?Did the pupils responses indicate that more than simple recall was taking place?Did my (the teachers) responses help to extend discussion?,Third Key Principle: More active pupil participation,When endeavouring to apply newly acquired knowledge to novel situations, pupils generally find it easier to gain understanding through learning by doing. It helps ifThe context is a familiar oneIdeas are shared through activities such as brainstorming, creating concept maps, etc as a form of initial scaffolding,Some key questions aboutactive pupil participation,As far as possible was the task situated in a context which was meaningful for the pupils?Was there some initial exploration of the pupils ideas before activity began?Was the task sufficiently motivating?Did pupils demonstrate understanding by reaching reasonable conclusions?,Fourth Key Principle: Increased cooperation between pupils,Group and pair work often fails becauseThere is not sufficient academic challenge.Organisation allows only some children to actively engage in the task.Rules of cooperation have not been established and are not re-enforced.Class does not engage in a debriefing session in which they discuss how well they worked together, etc and ways of doing better next time.,Key questions about increased cooperation between pupils,Was adequate time allowed?Did the task allow most of the pupils to actively participate for most of the time?Were pupils reminded about the rules (e.g. taking turns, listening carefully etc.)?Did the class have a chance to discuss how well they worked as a group/pair?,Examples of Rules of Cooperation,We take turns.We use quiet voices.We share materials.We ask for help.We offer help.We encourage others.We share ideas.We celebrate success.,We listen carefully.We communicate clearly.We wait patiently.We accept differences.We respect others ideas.,Back,How did we do?,1. Did I listen carefully to the others? 2. Did everyone get a turn to speak? 3. Did I interrupt other speakers? 4. Did I show I was interested in what others had to say? 5. How can I be a better listener next time?,Back,Fifth Key Principle: Less use of corrective and more informing feedback,Much feedback consists of showing pupils where they went wrong and then providing the right answer (corrective feedback)Feedback can also be used to help pupils to learn how to spot their own mistakes and eventually to self-correct (informing feedback),3 Kinds of Feedback,About Self: should focus on effort rather than on person. Thus Thats a good try rather than Well done. Purpose is re-enforcement.Task processing: (informing) Where have you got to? What do you think may have gone wrong? What are you going to do next? Purpose is self-regulation.Evaluative: (corrective) most powerful when it is about faulty interpretation rather than supplying missing information. Show me how you got that answer rather than, You need to do it like this.,Effect of Feedback (Ranked by Effect Size),Key questions about less use of corrective and more informing feedback,Did I praise effort as well as success?Did my questions help pupils to spot where they went wrong or how they could improve their work?When correcting a piece of work did I get the pupil to show me how s/he arrived at the answer?,Sixth Key Principle: Use of the assessment for learning approach,Assessment for learning makes use of formative assessment in order to diagnose pupils learning difficulties and thereby provide the required teaching to remedy these deficiencies. At its lowest it employs techniques such as traffic lights to sort pupils into groups for attention. At its best it is personalised and caters for individual needs.,Self-assessment by showingthe traffic light cards,Use red to show that you have problems. Use yellow to show that you are getting help from others.Use green to show that you feel comfortable with that you can do.,Back,Key questions in the use of the assessment for learning approach,Were the forms of classroom organisation sufficiently flexible to allow groups of pupils with similar learning needs to come together?Was much of the formative assessment based on what pupils said and did rather than what they wrote?Did I build these oral assessments into a pupil profile?,How can teachers best monitor and evaluate their small class practice?,When applying the six key principles, teachers are advised to ask a colleague for help in monitoring their classroom practice. (If that is impossible, then they can record their lessons.) To ask pupils for evaluation data. (Asking pupils merely whether they enjoyed the lesson or learned anything is unlikely to be useful.),example,example