Behaviour for Learnings

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Behaviour for learning
Engaging with research

Contents

Background Research of the Month Section 1 What effective teachers believe Section 2 What effective teachers do to promote pupil learning Thinking skills approaches Collaborative Group Work Assessment for Learning Section 3 How we know this Case study 1: Improving spelling confidence Case study 2: Improving pupils’ thinking in the primary school Case study 3: Using ‘debriefing’ in a North East secondary school Case study 4: Teaching children how to reason together Case study 5: Using diagnostic probes to identify pupils’ understanding in science Case study 6: Peer and self-assessment in creative writing Find out more online References

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27 28 30 31 32 33 35 36 37

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Background

Are you in your first years of teaching? Do you want to make sure that what you do in your classroom is based on strong evidence about what works? Like most of us, you are looking for proven teaching strategies and methods that you can use in your classroom. But being in your early years of teaching, you may also be anxious about keeping classroom order, which can make trying new things tricky. You need to have good grounds for believing that what you do is likely to have successful learning outcomes for your pupils. That’s why the GTC decided to bring together some of the cumulative findings from research in this evidence ‘anthology’. Our aim was to bring you sound evidence of effective teaching and learning behaviours for both primary and secondary phases. What this anthology provides Of course, you will continue to acquire knowledge of learning and teaching and of your subjects throughout your professional career, and you will find much in the research literature to support your professional learning. In this anthology we start with the fundamental issue of teacher beliefs: what do effective teachers believe? We then go on to look at what effective teachers actually do. Based on their beliefs, what do effective teachers do to promote learning? We have examined the evidence to find answers to each of these questions and you will find that several important themes keep cropping up throughout the anthology. Keep an eye open for them, because they are important. The focus on teacher beliefs and classroom strategies was drawn from a theoretical framework underpinning research into effective teachers of numeracy that is summarised in one of our Research of the Month (RoM) features. The selection of classroom strategies was based on sound evidence about links between the ways in which teachers behave and pupil behaviour which is closely linked to learning. Each page of this anthology finishes with a brief note that tells you where the evidence synthesis is taken from. These will mostly list the titles of the relevant RoM summaries. You can find full references (see page 37) for the studies on which each RoM is based, links to the summaries themselves and any other references at the end of this anthology. You can also find out more about how we used the evidence base for this anthology in the section on ‘How do we know this?’ (see page 27).

Many sections have an Evidence box that tells you which RoMs to look for for further information and evidence on the RoM website at www.gtce.org.uk/ResearchOf TheMonth

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Research of the Month

Making research accessible The GTC’s Research of the Month makes the key findings of academic research studies accessible to teachers. All the studies featured are chosen by the RoM team from the Centre for the Use of Research and Evidence in Education (Curee) for their relevance to classroom practice and the quality of their evidence is carefully appraised. There are now over forty RoMs, and the Curee team have sifted through them to find strands of evidence about teachers, teaching and learning with the potential to support your work as a newcomer to the profession. As well as the full RoM summary itself, look out...
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