My 'Default' Theory of Action in teaching
When it comes to teaching, the old me would 'default' to my normal standard teaching practice as follow:
- “Do Now, devices out, teacher talks for 10-15 mins to impart knowledge, students are shared tasks to do individually or in pairs, teacher checking work progress and understanding, complete a blog, students write a summary of the learning”.
I am pretty confident to deliver this standard teaching format and felt it worked because the kids appeared engaged and if they knew the routines, there would be less behavioural issues. When it came to raising achievement in reading and writing, the mid to high ability students were doing well, but the gap seemed to be getting bigger for the lower ability. On reflection, I need to be able to ask how my teaching actions have contributed to this gap and be prepared to challenge my thinking to enable better outcomes for my learners. Albert Einsten said ''Insanity is doing the same thing over and over again and expecting different results".
Profiling and hypothesis generation
There are two areas for profiling and hypothesis generating - students and teachers. For the students, creating a comprehensive profile helps to inform strategies that align with raising achievement. For teachers part, identifying my teaching theory and unpacking my hypothesis and causal chain support my design for deliberate teaching.
'My new deliberate Theory of Action'
The main hypothesis that I have is: If I slowed down the teaching and the learning of key concepts and have the students 'talk the learning', I theorise that the low-ability students will have the confidence and capabilities to build their language knowledge and this will could to an improvement in their reading and writing.
Profiling and hypothesis generation
There are two areas for profiling and hypothesis generating - students and teachers. For the students, creating a comprehensive profile helps to inform strategies that align with raising achievement. For teachers part, identifying my teaching theory and unpacking my hypothesis and causal chain support my design for deliberate teaching.
'My new deliberate Theory of Action'
The main hypothesis that I have is: If I slowed down the teaching and the learning of key concepts and have the students 'talk the learning', I theorise that the low-ability students will have the confidence and capabilities to build their language knowledge and this will could to an improvement in their reading and writing.
Intervention Design and Implementation:
I am consciously thinking about the planning around my implementation design and looking at the different aspects that support my hypothesis. Rather then look at achieving the big picture straight away, I need to create little checkpoints along the way that will help me get to my valued learning outcomes. I have identified a few ideas in my design and implementation, which will be detailed more in my other blog posts.
Monitoring
I have started to collect information to help me monitor the progress of the students and whether my teaching has had an impact in their learning and whether they can identify this. I have listed a few formal and informal ways I will collect the information. For the evaluation section, I will detail that further as my inquiry progresses.
No comments:
Post a Comment