Effective Teaching (Dan Jackson)

Dave Burgess is a world-renowned expert in education. His book, Teach Like a Pirate, was a New York Times bestseller. In this episode, Dan sits down with Dave to discuss how he would help students become lifelong learners. You can access the show notes at https://www.teacherspd.net/86

Learn how learning happens in the brain and what you can do in your classroom to leverage this information and make learning easier for your students. Dr Judy Willis is an M.D. in Neuroscience,  completed many brain surgeries over a 15 year period and taught in the classroom for over 10 years. Come and learn from her expertise.

Dan sits down with the amazing Ron Ritchhart to discuss how visible thinking routines help our students become lifelong learners.

Hyperdocs have been around for a while now and are a fantastic tool to use in your classroom. not only do they free you up as a teacher and help structure your lessons, they also enable students to develop the skills they need to become lifelong learners. In this episode, Dan interviews Lisa Highfill, one of the authors of the Hyperdocs Handbook and co-founder of all things hyperdocs.

Dan discusses Trevor's new book Inquiry Mindset Assessment Edition to tell you exactly what you will learn from this book that will be released on 15 May 2021 on Amazon.com

Dan sits down to talk with Trevor MacKenzie, author of Inquiry Mindset, to find out what you will learn from this fantastic book. 

Laura, host of the After the Bell with educatinglaura podcast, joins Dan to discuss how to leverage student learning styles or preferences to help students become lifelong learners.

Dan sits down with Trevor MacKenzie, author of Dive Into Inquiry to find out exactly what you will learn from his first book. Trevor provides lots of helpful strategies you can use in this book as well as clear processes for getting into free inquiry projects.

The multi-award-winning Eleni Kyritsis joins Dan to discuss effective feedback, what it is, what it looks like and how it helps our students become lifelong learners. 

Win a TeachersPD membership while you learn about the importance of frameworks for student learning. This episode explores what a framework is, how they impact learning and provides practical tips to apply them in your teaching to help students learn.

David Ausubel said “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.”... But is he correct and how do you apply this to your classroom. Find out how in this episode with Dan Jackson

Assessment should replicate the real world, check for understanding, and match up with your learning goals and syllabus/curriculum outcomes. Find out how to create engaging and authentic tasks in just 4 steps.

Learn the connections between gardening and teaching in this episode with Dan Jackson. He is a great lover of a good garden and discusses how matching seeds, plants, and conditions in much the same thing as he does for his students. All in an effort to ensure they thrive.

Learn how to develop a rapport with your students so that you can have a positive impact, not just on their learning, but on their life. And make sure you head over to teacherspd.net/76 to get your free infographic.

Learn this basic 4 step process to creating engaging lessons that meet your students where they are, hook them into the learning and connect with them in an authentic way.

Flip your Classroom has been one of the most influential books on my approach to teaching. It revolutionised my teaching. Made me more impactful by giving me back the time in my classroom to then create rich and engaging learning experiences for my students. Come and learn all about what you will learn from this fantastic book by Jon Bergmann and Aaron Sams.

Want to learn a basic 4 step process you can use to create programs that are coherent and targetted to your students. The type of program that works with your students and helps them achieve. Check out Dan's 4 step process to creating gourmet units of work. - Comes with a free Infographic

Getting to know your students is one of the greatest things you can do as a teacher. It helps develop rapport, and when you use this information to differentiate your teaching there is magic that can happen. Learn more about 3 easy ways you can get to know your students this week.

Dylan Wiliam is the guru of formative assessment and has shared some fantastic strategies and approaches to education in his book Embedded Formative Assessment. Learn how to increase your impact and enable your students to become lifelong learners in this episode.

Coaches and mentors can have a huge impact on your teaching and as a result your students' learning. Learn 4 of the key benefits of a coach in this episode and how you can both improve your practice together. 

Discover how to make your first lesson of the year one where students feel welcomed, empowered and that enables you to develop their literacy from the very beginning with advice from Annette Gray.

Annette Gray is a literacy consultant and adviser. She has many years’ successful teaching experience in classrooms K-10 across Australia and in international settings. 

Sir Ken Robinson is possibly the most widely known educator in the world. He has the most viewed TED talk ever and this book clearly captivates his ideas and vision for schools across the world. Find out what you will learn if you read Creative Schools by Sir Ken Robinson and Lou Aronica.

Learn how to set yourself up for a great year by establishing your workflow, preparing to meet your students and setting your own professional learning goals. Dan will discuss all this and make a short announcement regarding the future of the podcast and its focus.

How does James use school raves and cross-disciplinary learning to help engage his students and stimulate curiosity? Find out how he does this and uses raves to inspire his students to become lifelong learners.

Last week was my final week as Deputy Principal. I have absolutely loved my time at SEDA College and am looking forward to what next year brings. I would love to have the opportunity to work with you. Head over to www.teacherspd.net/workwithme to find out more.

In this episode, Dan interviews Katherin Cartwright from Primary Learning to talk about strategies she uses in Mathematics that help students become lifelong learners. 

In this episode, Dan interviews Kirsten Lardner a grad student from the University of Woolongong to talk about her recent lessons using escape rooms and orienteering to help students engage with learning and become lifelong learners.

In this episode, Dan interviews Jay McTighe, author of Understanding by Design, and education consultant. This is the third episode of a 3-part series looking at the Understanding by Design Framework. In this episode, Jay focuses on "planning learning experiences".

In this episode, Dan interviews Jay McTighe, author of Understanding by Design, and education consultant. This is the second episode of a 3 part series looking at the Understanding by Design Framework. In this episode, Jay focuses on "Determining Evidence of Learning".

In this episode, Dan interview's Jay McTighe, author of Understanding by Design, and education consultant. This is the first episode of a 3 part series looking at the Understanding by Design Framework. In this episode, Jay provides an overview of the framework and then focuses in on "Desired Results".

In this episode, Dan talks about four easy teaching strategies to develop literacy when reading. Literacy is crucial in a child’s development. It is the foundation for lifelong learning and a strong sense of well-being. Thus, educators have a pivotal role in developing literacy among students. Every educator should take the challenge to find more ways to make literacy fun, engaging, and developmentally appropriate.

In this episode, Dan talks about differentiated teaching, a method for using different approaches for students at varying learning levels based on a standard. Students learn at varying paces, depending on how educators teach a lesson. Some might catch on quickly with a lecture, while others may understand a concept better through other methods. The regular classroom setting, however, does not often account for this variance. This one-size-fits-all approach can spell trouble for many students. When education is inflexible, some may struggle and fall behind. Differentiation is one way to address this. 

In this episode, Dan tackles how you can structure units based on student learning. Every day, students get exposed to an immense amount of new information that they must store in their memory. This memory becomes their foundation in answering unit tests and activities for their learning. However, after class or a test, a lot of students struggle to retain what they learned, resulting in poor academic performance. Fortunately, there are various techniques you can adopt to improve the long-term memory of students.

A motivated student is only a few steps away from becoming a lifelong learner. However, without the proper mindset and environment for learning, the fear of failure can override their motivation. That's why teachers and educators must nurture students’ motivation to learn. With the proper teaching strategies and methods, you can help set up your students for personal growth and success.

In this episode, Dan interviews Cassie Stephen to discuss how art can help students become lifelong learners. Some people underestimate the power of art in transforming mindset and behaviour. Practising creativity can encourage children to express themselves and build their self-confidence. They can also utilise this creativity at home and in other areas of their life.

In this episode, Dan explains how behaviour management effects not just learning, but lifelong learning.

In this episode, Dan talks with Imogen about how she flips her classroom and the impact this has had on her students. Imogen has been teaching for 3 years, teaching PDHPE to Years 7-12. Things became very theoretical with COVID and she wanted to make her classrooms more active as school returned. After listening to Episode 5 Flipped Learning Imogen was motivated to try this approach that she had learnt previously at uni.It has had a fantastic impact on her classroom. 

In this episode, Dan walks through the need to use examples, worked examples, partially worked examples, and possibly partner work before students complete individual learning activities.

In this episode Dan gives tribute to Sir Ken Robinson by looking at his TED talks and the call to an education revolution.

In this episode Dan interviews Eleni Kyritsis to discuss how she creates engaging and rich lessons for her students during COVID lockdown in Melbourne. The COVID-19 pandemic has completely changed the way the whole world works, especially education. Since face-to-face classes are out of the question during this time, we see a rapid shift towards remote learning. However, it has been proven extra challenging, especially for young kids who need higher levels of engagement. So how can teachers make remote learning fun while still ensuring that kids are learning essential concepts in their year level?In this episode, Eleni Kyritsis joins us to discuss how teachers can navigate remote teaching during the lockdown. She shares the concept of virtual tours as a tool and other resources in engaging students' learning during this time. She also talks about the changes that remote teaching has introduced and how parents and teachers can adapt to it.If you want to know strategies on how you make remote learning fun for your students, stay tuned to this episode!

In this episode Dan interviews Prof. Michael Anderson discussing how the 4Cs: Creativity, Critical Reflection, Communication, and Collaboration can be used to transform teaching and learning.

Episode 51 looks at how you can improve student engagement through differentiation by focusing on both the student and the classroom.

Episode 50 was celebrated via live stream on Facebook discussing 3 ways to integrate your curriculum, covering multidisciplinary, interdisciplinary and transdisciplinary approaches. Dan shares stories of how he has applied these approaches at his own school and at home with his son.

Episode 49 is all about using the 6 senses - hearing, smell, taste, sight, touch and proprioception - in your classroom to improve student learning.

Show notes

Sight

Using sight to help students learn can mean lots of different things in various classrooms.  It means to use colour, visual organisation, video or images, Modelling and demonstration. Examples could include: modelling to students how to solve problems with visual demonstrations or giving a demonstration of how to pass a football.Using a historical timeline to set a scene in History or a taxonomy for identifying animalsIt means showing finished products in project based learning or in technology, creative arts or EnglishIt means using visual clues to draw attention to critical or important pieces of information and so much more.HearingUsing hearing can be as basic as:ensuring that there is clear pronunciation of each term when you are talking and removing background noises where possible.But is also includes:Helping them to associate sounds with specific items to recallUsing music to help with memoryMaking use of rhythm and timing etcExamples include:Providing the sounds of animals to go with the study of them, or providing the sound of a rainforest when studying them.Developing jingles to aid with recall… we can all recall the jingles from the ads we watched growing up.. This is much the same idea.Introducing your lesson with up-beat music to help increase the energy and mood in your classroomReading poetry using a set pacing or timing for each lineTouchTouch is about texture. We have a book at home that talks about the animals and on each page my daughter is encouraged to pat one of the animals to see what they feel like. How can you incorporate something similar to your lessons:Perhaps you could bring in different samples of rocks for the students to touch and compare when learning about the layers of the earth, or different types of soilHave students get wet as they learn about the water cycle, or feel the heat experienced by elite tennis players during the Australian open.I remember learning about heat and the transfer of energy when I was at school and my science teacher getting us to feel this transfer but having us cool our hands in cold water, before putting them into warm water TastePersonally I think taste and smell are connected, but obviously not everything that you might encourage a student to smell they can taste. But how can you use taste, food, drink to help your students to learn? In episode 28 with Camilla, she mentioned making Mango Milkshakes when teaching the letter M… and it can be this simple. I remember one of my Indonesian lessons when our teacher brought in fruits and made food that was traditional in Indonesia. You could have students taste the pH scale… They could compare the acidity of coffee, coke, chocolate, lemons, kiwi fruit, cucumbers, water, pancakes and anything else you can think of.SmellSmell is all about the nose and engaging it to learn ideas and is one of the best memory markers as far as your brain is concerned.I use this for my lesson on supplementation (and combine it with taste, depending on the supplement). I lay out lots of different supplements athletes might use and ask them to try and identify them and then have them smell it as they learn about it. Maybe you could do this as students learn about the different types of gas that make up the atmosphere, or when they are studying volcanoes. Have students smell plants they are studying. You can probably even connect new ideas to specific smells that exist everyday… such as a type of deodorant or air freshenerProprioceptionFinally, my sixth sense, which is proprioception… to know where your body is without looking.

In this episode, Emeritus Professor Dylan Wiliam will discuss formative assessment and why it is the most important thing teachers need to get right in their classroom. He will also provide details on how to do formative assessment well at school, develop students to become lifelong learners and provide practical guidance to help educators get started with formative assessment. Learning doesn't stop once the bell rings. Students choosing to learn outside the classroom should be the goal of teaching. In line with this, teachers can use formative assessment to mould the student into someone who chooses to learn on their own. Rather than improve the work of the learner, improve the learner.In today’s episode, Emeritus Professor Dylan Wiliam will discuss formative assessment and why it is the most important thing teachers need to get right in their classroom. He will also provide details on how to do formative assessment well at school, develop students to become lifelong learners and provide practical guidance to help educators get started with formative assessment. Tune in to the episode to find out how to instil a lifelong love of learning in your students. If you're an educator aiming to help your students become independent learners, this show is for you!Here are three reasons why you should listen to the full episode: Discover why formative assessment is critical to student learning. Learn how teachers can perform formative assessment in their classrooms.Emeritus Professor Dylan Wiliam will share strategies on how to use formative assessment in helping students become lifelong learners.Video showhttps://youtu.be/WdPdmdM6ZTUEpisode HighlightsIntuitive and Empirical Cases for Formative AssessmentThe intuitive case emphasises the importance of what the learner already knows and using it as the starting point in their education.  Good teachers start where their students are. Knowing their students' capabilities can greatly improve their teaching.Assessment of what a student knows is the bridge between teaching and learning. Formative assessment proves to be effective based on empirical data presented by various studies.Teachers using formative assessment in class observed considerable improvement in their students. Listen to the full episode to find out how!  How Students Become Lifelong Learners Through Formative AssessmentFormative assessment is composed of five strategies: success criteria and learning intentions, collecting evidence of learning, providing future-focused feedback, collaborative learning, and activating students as owners of their learning.The primary purpose of feedback is to make students become self-regulating learners.Students shouldn't be dependent on feedback. The purpose of teachers' feedback is to help students become able to take over their learning.Peer assessment is a stepping stone to self-assessment. Listen to the full episode to hear examples of how the five strategies of formative assessment work inside the classroom. How Teachers Can Do Formative AssessmentIf you want to meet the learning needs of all of your students, then you also need to get evidence about what's happening to all the kids in the class.Teachers need to model effective practice so that the students can take it over themselves. Teachers should think of one teaching technique that they would like to try and use it until it's second nature to them. Create a culture in the classroom where students feel okay about making mistakes. Plan and use a hinge question to determine where the lesson will progress to based on the answers the students provide. On Feedback, Collaborative Learning and MotivationThe purpose of feedback is to improve the..

In this episode of the Effective Teaching Podcast, Dan interviews Trevor MacKenzie author of "Dive into Inquiry" and "Inquiry Mindset". Throughout this interview Trevor explains the difference between inquiry-based learning (IBL) and Project-based learning and why we should consider using the inquiry model to instill lifelong learning in our students. He discusses the need for an inquiry mindset and throughout the interview Trevor explains how he implements IBL in his classroom. You will also learn some of the mistakes teachers make when implementing IBL and how you can avoid these to help students become successful in the inquiry process. This episode provides practical tips to help you begin to implement IBL in your classroom. Inquiry Based Learning with Trevor MacKenzie is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityVideo showhttps://youtu.be/SdcvsRfxkOkShow notesWhat is inquiry-based learning?Inquiry-based learning (IBL) is a teaching and learning approach that puts the process of learning front and centre and utilises questions to drive learning. Within this approach the teacher shifts to a facilitator of learning or a learning coach.Why would a teacher use inquiry-based learning?IBL focuses on the process of learning and so a teacher would use this approach if they valued the process of learning along with the content that is learnt. Using IBL helps to develop student as lifelong learners because it is the learning process that is taught, fostered and developed, as well as the learning of the content.How do you implement inquiry-based learning in your classroom?Trevor trains his students using the Understanding By Design template. He co-creates the learning with the students and progresses them from teacher driving inquiry to free inquiry with multiple steps in-between.How can inquiry-based learning go wrong?Often the mistakes come from teachers not having a clear definition of what IBL is or by jumping to free inquiry too quickly, which results in messy, un-focused learning.Where should a teacher start with inquiry-based learning?Start by heading over to Trevor's Website and looking through the resources.Start using questions to drive learning and see them as central to the learning process.Model, scaffold and guide the students through the inquiry process.ResourcesCheck out the Swimming SketchnoteCheck out Trevor's WebsiteDive Into Inquiry BookUnderstanding by Design BookInquiry Mindset BookLeave a comment below and tell me how you have implemented inquiry-based learning in your classroom!

In this episode, Dan talks about some of the highlights of the reforms recommended, including the emphasis on understanding, inquiry-based learning, application, skill and providing time for teachers.Curriculum reforms, reviews and some fantastic directions to move us forward is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityVideo showhttps://youtu.be/ULQeA87VEmwShow notesContextThis was our first review in almost 30 years… on this scaleThe aim is “to equip students for the challenges and opportunities of the 21st century”Reforms include:building strong foundations for future learning by 2022 with new English and Mathematics syllabuses for Kindergarten to Year 2more time for teaching by 2022 by reducing the hours teachers spend on extra-curricular topics and issues and compliance requirementsstrengthening post school pathways by 2022 with new learning areas for Years 11 and 12 that clearly link learning to future employment and study optionsa new curriculum from 2024 with new syllabuses focused on what is essential to know and do in early and middle years of schooling, and key learning areas in the senior years. (copied from NESA's website here)Curriculum Changes AimPrioritise core knowledge, understanding and skills and give teachers time to focus on depth of learning. Key features include: Learn with understandingBuild skills in applying knowledgeMake excellent and ongoing progressReferencesEpisode 28 Early Years Literacy with Camilla OcchipintiGrant Wiggins and Jay McTighe, Understanding by DesignJohn Hattie and Gregory Yates, Visible Learning and the Science of How we LearnNESA, NSW Curriculum ReviewLeave a comment below and tell me your thoughts on the NSW curriculum reforms!

In this episode, Dan explains why he uses class profiles along with a few tps to help make sure the profile is useful.Why I use a Class Profile is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityVideo showhttps://youtu.be/JD5u0-E1ea4Show notes1. To give me specific information on each of my students that I can use to differentiategather as much information as you can to get insights into your students:prior knowledgeinterestcontexttest resultsdiagnosed learning difficulties2. To help me remember this for each of my studentsWe often have so many students it can take us ages to get to know them.Having a profile in an easily accessible place helps you know your students, where they are and what they need next to achieve the goal/sLeave a comment below and tell me how you use your class profile

In this episode, Dan provides 5 ways to move ideas into long-term memory.5 ways to move ideas into long-term memory is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityVideo showhttps://youtu.be/6EmjxpuDslYShow notes3 Systems of MemorySensory - very short 1-3 secondsWorking - 4-8 items at a time 5-20 secondsLong-term - limitless capacityLong TermA major reason for forgetting is failure to L in the first placeThe more knowledge you have the easier it is to learn - remember we are masters and students are not!Long Term memory requires efficient coding & easy accessIt is easier to shift from working to long term if the content has meaning and relates to prior knowledge - The biggest predictor of what you can learnStrategy 1: ChunkingChunk (group related ideas together)Our brain likes ideas to be ordered and structured. Bringing similar or related ideas together as they are presented helps students store it in their long term memoryStrategy 2: Rehearsalrepeat, refresh, reciteGo over the idea/sProvide opportunity to apply and check work, use summaries, go through flashcards etcStrategy 3: ImageryNot just showing an image, though this helpsDo a visualisation, can be as basic as visualising the numbers written on a wallInfographicsVisual walks are used by many memory experts.Strategy 4: MnemonicsThey are any memory device Most often though for making a word that brings together multiple ideaseg) CRIME - chunking, rehearsal, imagery, mnemonics and elaborationStrategy 5: ElaborationThis is when you add meaning that clarifies the relationship between information to-be-learned and related information, i.e., a learner's prior knowledge and experienceWe can use input information as a trigger to recall knowledge, such as the peg system where you use pre memorised words to link with new information. This is also a type of mnemonic and is easy to do by rhyming words with numberseg) The peg system. 1-bun, 2-shoe, 3-tree.  Visible Learning and the Science of How we Learn By John Hattie and Gregory YatesLeave a comment below and tell me how you have increased your students' motivation to learn

In this episode, Dan provides 5 easy ways to increase student motivation in your classroom..5 Ways to Increase Student Motivation to Learn is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityVideo showhttps://youtu.be/Yx8-iJKTCHUShow notesSetting ExpectationsSetting high expectations is the beginning.If you expect more and expect better it makes you as the teacher become motivational. You do more to help and guide and students respond to this… It motivates them to achieve for you!EgExpecting students to structure their paragraphs correctly and plan their essays results in more students doing this. It also results in you reminding them more setting time aside to help them get this done, teaching it to them explicitly all resulting in greater student motivation to get this done and this results in greater revelation of their understanding.Prior SuccessHattie and Yates cover this well in their book “Visible Learning and the science of how we learn" which is a book I highly recommend.The idea here applies to situations that students begin to find difficult and frustrating or maybe even just as you introduce content. At this point you remind the student of a similar time when they had similar new content or were similarly stuck and frustrated, but overcame it and successfully learnt something new or created a fantastic product.eg)Struggling to get started with a story, or long essay. Remind them of the last time they had a similar issue and ask them how they overcome this issue to produce something last time.AuthenticityBy connecting things to the real world you are providing meaning to the learning for your students. Providing meaning and showing them how what they are learning applies to real life you increase their motivation and help them to want to learn.E.g.Having students create food plans for their family for a week or 2 that is both healthy and within their own budget. Success pathMake sure they know where they are going, and what it looks like when they get there.Learning goals, success criteria and examples all improves student motivation as they can see where they are going.Start with Why?What is the point?If students don't know why they are learning something why would they bother learning itOften connecting your learning goals with authenticity will help to provide the why, but without it the how and the what are no good.It is about persuasion and to persuade you must address the why!Have funMake the learn it fun! If something is boring it reduces motivation and learning.Biggest negative effect size from Hattie.So, find ways to make it a game, or something to make what they are doing and how they are doing it fun.Visible Learning and the Science of How we Learn By John Hattie and Gregory YatesLeave a comment below and tell me how you have increased your students' motivation to learn

In this episode, Dan explains what a pivot task is and how to use one.What is a Pivot Task? is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityVideo showhttps://youtu.be/hrYFYA6yiakShow notesIt is a pivot task because it has to be used by the teacher to pivot the lesson.should not take long… 5 minutes maxThey focus on knowledge not higher-order thinking skillsyou want to make it impossible for students to get the right answer for the wrong reasonsThe incorrect answers should be interpretableHow do you do this?ask open ended questionsget verbal answersask for a short demonstration of their understandingCrafting questionslist any misconceptions that are common for the contentwrite answers from the misconceptionwrite questions that will elicit the misconceptiongenerate the answers either for students to choose from or to help you interpret their answersExample 1 - The sound "A" makesMisconception is it makes 2 sounds, but it makes 5So, to identify this we might play various sounds and ask them to identify what sounds can be recorded using the letter “a”.The more correct the better the understanding of the coding processwe could ask how to spell “Talk” and how options such as “Tork”, “Talc”, “Tawk” and “Talk”Example 2 Energy Systemsmisconception is that the ATP/PC system is used first, then the lactic acid system and then the aerobic systemBUT, your body always uses the aerobic system and uses the other systems when they are neededask how the energy systems provide ATP in a football gameDo they tell me that it is one then the other? Do they tell me that the aerobic energy system doesn’t start until 3 min into the sport? ORDo they identify that the systems are all working, but which one provides the most ATP varies according to the intensityIt is very important that is pivot task is plannedThe answers to the task should change what happens for the rest of the lessonIf correct then you move onto higher order thinking activitiesIf not, go back and reteach it and help them, but in a different way. The pivot task should lead to differentiationLeave a comment below and tell me how you are going to pivot your students' learning

In this episode, Dan explains how to connect your learning goals and inquiry based learning.How to connect your learning goals and inquiry based learning is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityVideo showhttps://youtu.be/mIWSU_OlQCcShow notesResearchJohn HattieDylan WilliamGrant Wiggins and Jay McTigheLearning GoalsEpisode 1 is all about the importance of learning goals:You need to know where you are going in order to know how to get there.Business coach talks about setting destinations and then building the tracks to get there.So when we create learning we start with the goal and identify sub-goals which build together to achieve the larger goal.ExampleI want students to be able to apply the principles of training appropriately for 3 or more different sports. I break it down to:Understand the principles of trainingUnderstand different types and methods of trainingBreak down sports to identify the relevant types of training for the sport etcInquiry-Based LearningInquiry Based Learning is all about asking questions. These come from the teacher and the student.You can get more information from episode 37 that looks at critical inquiry based learningSo, when we bring them together we are essentially converting our goals into questions and our sub-goals into sub-questions.ExampleIf I had a goal for my students to be able to promote their health and the health of others during the coronavirus pandemic. My questions might be: How might we promote our own health and the health of others amidst the coronavirus pandemic?A sub-goal may have been to be able to evaluate health statistics and understand data, graphs and charts that communicate epidemiologyMy sub-question then might look like: How might we use epidemiology to identify health priorities and determine the risk of the coronavirus?Student QuestioningFor inquiry based learning I also want my students asking questions, so, I might use a wonder wall, or a know, wonder, learn chart.Even a simple question such as “what do we need to know in order to answer this question?” will get students asking more questions.They may even do so without thinkingMy StudentsThis week 2 of my students were doing some research into coronavirus and I was talking to them about them asking questions that helps to guide their own learning and research.They both said they didn’t have any questions… But in fact that did, but they had already done the research and answered them. They had wondered about the % of people who had the disease in multiple countries and calculated itThey had then calculated the risk of dying from the disease once you had it.They were both blown away by how low these numbers were and how low the risk was, which made them then ask “why it had been made a health priority?”And that was exactly the question I wanted them to ask and then lead them to looking at our response to new viruses, comparing coronavirus with CVD and cancer, and thinking about the different types of diseases.It was fantastic, but they hadn’t even noticed because they had gotten into the “flow” of learning and were deeply engaged and interested.But, this did not just happen. It was crafted through the design of the learning.There were goals, which were turned into questions which caused them to begin to ask more questions.This is what I wantI want my students to learn without knowing that is what they are doing.To enjoy it, to be focused and engaged to the point where they don’t realise they are learning all on their own… and enjoying it! Having those moments where their minds are blown and they wonder why? And how?This WeekIdentify your learning goals, craft them.Then turn them into questions and ask your students what they already know and what they will need to know in order to answer the question.Record their statements and questions and build inquiry into your students’ learning.

In this episode, Dan explains the importance of student reflection as a meta-cognitive strategy that helps developing lifelong learners.How you can improve student reflection for learning is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityVideo showhttps://youtu.be/FjQAjtH10ugShow notesAll about meta-cognition Improves understanding of how we learn Helps identify successful strategies Provides feedback Needs to be taughtMakes them owners of their learningMeta-cognition means... Knowing what you know Knowing what you can do Knowing what you know about your own abilities…. Growth mindset can help with what they think about their abilities… these can grow and change like everything elseTypes of reflective questions Comprehension Qs - what kind of problem is this? Strategic Qs - How could I solve this? Connection Qs - how does the current problem relate to previous problemsHelping Student Reflect Give them criteria and benchmarks to compare their work against Self assessment Use learning logs: Today I learnt… I was surprised by… The most helpful thing I will take is… I was interested in… What i liked most about the lesson was… 1 thing I’m not sure about is… The main thing I want to find out more about is… After this session I feel… because… I might have gotten more from this lesson if... This is how I will do this...Reflection takes timeBuild the time into your lessons and programsThey are not an add on, but central to the process of learningPut it into practice! Choose a lesson Build in time for student reflection Scaffold this reflection Model it in the lesson for them Use it as formative assessment for you and themLeave a comment and let me know how it goes

In this episode, Dan highlights the importance of student voice and choice to enhance student engagement and provides 10 strategies you can use to increase student voice and choice in your classroom.10 Ways to Increase Student Voice and Choice in your Classroom is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityVideo showhttps://youtu.be/MVRqUL_s3y8Show notesWhy promote student choice and voiceIncreases engagementProvides more meaningMakes the learning more relevantWhy NOT?We have to teach the outcomes or StandardsWe don’t have timeStudents will choose things I don’t know aboutIt's more workStudent VoiceIs them actively participating in the decision makingCo-design a small unit with them that targets a specific outcome or even the criteria to be used for assessmentGet them to provide you with a series of questions on a topic that they want you to cover - eg) sex edLet them come up with ways to present their understanding that meets the outcomes Let them give you the topic they will examine in meeting the outcomes.Let them give you the due date within your restrictionsGet student feedback:On student workon lessons and units to help guide their revision (preferably build in a pivot)Student ChoiceIs them selecting between various options providedGive students a choice in the content or topic they cover. This can be done through selecting a text of the list or chosing which option to studyProvide students with a various ways they can present their understanding and let them select the one they wantLet students choose who they will work withWhere they will apply their learning. (often found in PBL)This WeekTry one thing each lesson and reflect on how it goesLeave me a comment10 Ways to Include Student Voice and Choice

In this episode Dan discusses the need for students to not only get critical feedback, but to also be given the time to action the feedback and revise their work.Critical Feedback and Revision is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityVideo showhttps://youtu.be/lFLn0FTkrJ8Show notesHi everyone. Welcome again to another episode of the Effective Teaching podcast, where I provide you with actionable strategies that you can apply to your teaching and learning to enhance student learning and transform them into lifelong learners. I’m Dan Jackson and this week I want to discuss Critical Feedback and RevisionSomething we do not do often enough with our students is allow time for them to get feedback and revise their work, especially for assessment tasks.We think we do by saying submit a draft 1 week before and I will give you feedback… but the reality is that less than 10% of your students probably take you up on this, unless you are from a selective school or only teach extension classes. Regardless, I can guarantee it is not 100% of your class.In my recent study of PBL and creating my own PBL units I love what they do to provide students with feedback that they should action and it is all tied up with public audiences. Or at least one beyond you.Often there are 2 or 3 rounds of feedback and revision in PBL because it follows more of the design process where revision occurs multiple times until the prototype is ready to become an actual product. So for the classroom what this means is that the feedback comes from multiple sources:Another class or group of students could provide feedback using criteria or maybe by answering questions asked by the student who is looking for feedback.Have a mentor (teacher, adult, expert etc) provide feedback using criteria or maybe by answering questions asked by the student who is looking for feedback.Feedback from a wider audience. Maybe a test group if what is being produced can be tested, or from a variety of people NOT the teacher.Throughout this whole process the teacher also has the chance to provide feedback multiple times, but the teacher is not the focus for whom the product is being produced.For example, You could have students write an essay on a specific novel and then share this essay with 3 students from another class who provide feedback answering questions such as:What did you learn from the essay?Was there something you wondered because of the essay?Were there any sections that were difficult to understand? EtcThe student could then revise the essay and publish it on the web or share it into a group on SM where people are familiar with the novel and can provide further insights such as:What perspective did this essay not consider?Is there evidence you know of that would further strengthen or perhaps be used to argue against this essay? EtcIf you set dates for these types of public feedback sessions, students tend to get the “draft” ready by then because otherwise it is embarrassing for them. There is a sense of pride and the removal of a place to hide. But there is also a sense that what they are creating is not just for them and they can begin to see some of the other applications of their product.Whenever you are doing feedback like this having some sort of criteria for the feedback or pre arranged questions to get feedback on can really improve the results of the feedback and the student’s willingness to then revise the product.To help with this I want to refer to a book I have been reading called The New 1-minute Manager. Now there are 3 aspects to the one minute manager each of which takes 1 minute. One of these is called a 1 minute redirect. A 1 minute redirect basically is when the “manager” and in our case this is anyone providing feedback, and I like this approach as a teacher.First they need to mention what they can observe about the product and rel..

In this episode Dan explains what critical inquiry-based learning is and how it can be created in your lessons to develop the skills students need for lifelong learning.What is critical inquiry-based learning? is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityVideo showhttps://youtu.be/fIwqi2U1J10Show resourcesBecome a member todayFree course Introduction to G-Suite for EducationShow notesHi everyone. Welcome again to another episode of the Effective Teaching podcast, where I provide you with actionable strategies that you can apply to your teaching and learning to enhance student learning and transform them into lifelong learners. I’m Dan Jackson and this week I want to answer the questionWhat is Critical Inquiry Based learningThe word inquiry comes from the Latin enqueren And means to ask questionsIn last week's episode, number 36 I talked about how good questionsstart with How or why rather than what, when or who. Should be personable, using “we” “you” or “our” Relate to your course outcomes, anddraw on central elements to your course or subject area connecting content to life Today I am talking more practically about how to help students ask their own questions and foster enquiry in your classroom.Wonder wallsKnow, wonder, learnWhat I know, what I need to knowThe idea with these is that questions lead to more questions that lead to more questions and the student spirals down a rabbit hole just like any good researcher does as they find and follow the trails of evidence.For example, a student might ask what happened to start world war II, which may lead them to reading old newspaper articles and history books written by Englishmen or Australians. But they then may ask what Germany thought led to the war or America which may lead to new insights. They then may ask how Hitler got into power in the first place and look into the relationship breakdown between Japan and America. This could then lead to more questions and further research as the cycle continues.I want to note here that it is important as the teacher to help bring this inquiry back to the outcomes and content and to ensure a complete tangent does not take over… but as much as you can let the student follow their curiosity.Now to inquire critically means:Students need to know how to search properly - Scholar, advanced Google searches etcInvestigate - follow references, get notified of publicationsInterview - ask the right questionsFind experts - use SM to find relevant people, contact professors at universities etcBe critical - create and use criteria to determine the quality of evidenceTo be critical requires that they can:Tell who has authority on a subject and why?Looking at the person behind the informationIs .gov or .edu good enough, which is better?Consider multiple perspectivesIdentify underlying assumptions Understanding how contextual factors influence perspectives and understandings on contentReflection- identify their own preconceptions and biasesPrinciples that govern inquiry-based learning include:Student centred - instruction,  resources and technology are organized to support them.Learning activities focus on information-processing skills.Teachers coach the learning process, and seek to learn about their students.Emphasis is placed on evaluating information-processing skills and conceptual understanding, NOT JUST the content.Well, that is it for this week. Thanks so much for taking some time out to listen to this episode. If you are enjoying the podcast, please take a moment to leave a review, it will help others find the podcast and decide if they should listen. If you specifically liked this episode, feel free to share it on social media or leave a comment at teacherspd.net/37And finally, I wanted to let you know I have decided that as of Friday 1 May the TeachersPD membership that provides ..

In this episode Dan discusses how the use of problems replicates real world learning and how questions drive inquiry.Using problems and questions to enhance student learning is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityVideo showhttps://youtu.be/DcSzmJJJtPcShow resourcesRegister for the Free WebinarsRegister for the free course Introduction to G-Suite for EducationShow notesProblems are real world. It is how we approach our own learning.How often do you begin your learning because you have run into a problem. The current biggest problem for educators is the sudden switch the remote learning due to covid -19If you're still struggling with this you can listen to episodes 32 to 34 for my special 3 part interview with Kelly Pfeiffer and if you are using G-Suite for remote learning I have a webinar this Monday the 20th that you can register for here. There will be a link in the show notes at teacherspd.net/36 I have also made my 12.5 hour NESA accredited course “Introduction to G-Suite for Education” free for anyone who is new to using G-Suite. Just go to TeachersPD.netBut, coming back… presenting learning as a problem replicates what learning is like for us, provides some authenticity to the learning and develops lifelong learning skills.Problems develop entrepreneurial skillsI personally own 2 businesses and can testify that owning a business and running a business is all about finding solutions to problems. These problems might be those of my clients that I hope to solve, or to create a product to solve. But they are also problems such as: no-one is coming to my site, they leave after only looking at one page. Or maybe people are having issues logging in, or how do I get my brand in front of my ideal clients…. These are all real problems I have had.Solving problems is how the next big company will be made. Facebook connects people around the world, Google organises the world’s information to make it accessible, and both were born out of a problem that the founders saw and then sought to solve even when others told them it was impossible.So, when you are creating learning in your classroom or at the moment, online. Try and present the learning as a problem to be solved. If you can use a real world problem that students could work on for your subject. egObesity is increasingPandemicsPeople are losing jobsOr maybe you have a local problem they can solve, like how to increase the diversity of flora and fauna at your schoolAdditionally, when you present problems consider things such as:Student choice, which will increase the authenticity and connection to their life and then increase learning and engagementConsider if Students can manage the challenge (don’t restrict them completely, but don’t be unrealistic either)And finally, make sure that the problem you pose relates to your course contentWhen it comes to using questions you are really looking to drive inquiry. Next week I’m going to be talking about all inquiry, so today I really just want to say that questions for inquiry must be non-googlable! That is, the answer should not be straight forward.It should force the students to consider multiple perspectives and multiple sources of information in order to answer it in the manner in which they do.These types of questions tend to relate very closing to presenting problems. For example, you might pose a problem through a question such as:How do we improve our health during isolation?Why do we each respond differently to the same text?How do we know what happened in the past?You will notice with these examples that they all start with how or why and are personable. In order to craft a good question for students learningThey should start with How or why rather than what, when or who. This helps to make them more open ended, open to interpretation and allow greater depth of..

In this episode, Dan interviews Kelly Pfeiffer from Dubbo Distance Education to get advice on remote learning given the current climate around the globe with schools being closed, or needing to close in response to COVID-19.Using Authenticity to Build Student Engagement and Motivation is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWatch the episode belowhttps://youtu.be/DQrOVzpzHTgShow NotesHi everyone and welcome again to the effective teaching podcast. I’m Dan Jackson and I am very grateful that you are giving me your time to listen to this episode. Recently I changed my podcast structure. I have removed my intro and outro based on some feedback I received and I hope it has improved your listening experience. If so, let me know.I have also decided that I am going to trial recording my episodes as video as well as audio. So if you would like to see me talking away to the computer, please go to teacherspd.net/35 and you can watch this episode as well. I would love to know if this is helpful for you. So please just leave me a comment on the page to let me know.OK.Today I want to talk to you about building authenticity into student learning, which is a great way to increase student motivation and engagement with the learning, which we all know will help students be successful and lead them towards becoming lifelong learners.I thought we should start by just talking a bit about the importance of motivation and engagement. Boredom1 thing that often gets overlooked in research are things that can have a negative impact on student learning. And the number 1 negative influence that can be modified according to research released in 2017 by Hattie is boredom. Hattie’s famous effect size for boredom is negative 0.49. To put this into perspective the hinge point for a teaching strategy being positive is 0.4 so to be negative 0.49 means students are unlearning information.Now I know there are some who have criticised Hattie’s methods, but I think that he hit the nail on the head with this one. We have all seen students in our own or in another teacher’s classroom who is bored and therefore does not engage with anything that is happening. The famous clip from Ferris Bueller's Day Off comes to mind here. “Anyone?”For me student motivation and engagement is the opposite of this. The more a student is motivated and engaged with the learning I think, the larger their learning will be. And one of the best ways to increase this is by building in authenticity to the learning.PBL UnitNow, recently, I have been working hard on creating a couple of Project-based learning units for my school. I have been doing lots of reading and collaborating with others and I’m thankful to Kelly Pfeiffer who has shared many conversations with me over the last few weeks. If you don’t know who Kelly is, she is from Dubbo Distance Ed and was part of the team that put together the Dark Skies Project for Stage 3 students across the whole of NSW, and is an avid PBL teacher.Focus on something currentAs I have been creating these units I have been thinking a lot about how to really ramp up the authenticity of the learning. So, to start with these units focus on the current Coronavirus pandemic that is sweeping around the world and across our country and state. It is already a very current issue for our students and so having our project and our learning focus on this should result in greater engagement and motivation from them. So, this was the start, you know, to use a topic that is current and applicable to our students. This of course could apply to anything you are teaching. Find a way to connect what you are teaching to current events that are relevant to your students. A simple example is to get students to apply their Math skills to the real world. From as basic as calculating the perimeter of the school grounds to measuring the distance and angl..

In this episode, Dan interviews Kelly Pfeiffer from Dubbo Distance Education to get advice on remote learning given the current climate around the globe with schools being closed, or needing to close in response to COVID-19.Remote Learning with Kelly Pfeiffer is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWatch the interview belowhttps://youtu.be/STdXa1pHTu0Show NotesHave high expectationsGive a lot of graceKnow life may be crazy at homeThink about the number of devices at home and how many students are thereand so much more.

In this episode, Dan interviews Kelly Pfeiffer from Dubbo Distance Education to get advice on remote learning given the current climate around the globe with schools being closed, or needing to close in response to COVID-19.Remote Learning with Kelly Pfeiffer is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWatch the interview belowhttps://youtu.be/y7Skd3gXtigShow NotesBe organised and ensure you focus on learning firstUse your current LMSG-Suite for education is fantasticFlipGrid and Padlet are also good to useMake time for postageset up a system to manage the work and resources out and in

In this episode, Dan interviews Kelly Pfeiffer from Dubbo Distance Education to get advice on remote learning given the current climate around the globe with schools being closed, or needing to close in response to COVID-19.Remote Learning with Kelly Pfeiffer is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWatch the interview belowhttps://youtu.be/fLL7Y6qVfOAShow NotesSet up a test classroomTeam teach Be organised before handWork smarter not harder - see what already existsParent communication is key, especially for the little ones (active supervisors)

In this Episode, Dan explains the difference between knowledge and understanding. He also provides 5 ways to turn knowledge into understanding to help create lifelong learners. Five Ways to Turn Knowledge into Understanding is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityShow notesHi and welcome to the Effective Teaching podcast from TeachersPD. I’m Dan Jackson and today I am going to compare teaching for understanding with teaching for knowledge and explain why understanding is so important when we are training our students to become lifelong learners.Firstly, let’s differentiate between knowledge and understanding. I think as teachers we all know that there is a difference between the two, but we often don’t think about it in terms of how it affects or should affect what we do in our lessons.Knowledge is basically the content. It is what the teacher presents, or what the student could read or watch in a video. Knowledge is essentially the students ability to replicate what the teacher has taught them. It is a regurgitation of ideas and can include applying this knowledge in the same context in which it was taught. For example, if I teach my class how to add 3 and 3 to get 6 the student can then do this sum. Or, if I teach my students how the biceps is the agonist in a bicep curl and the triceps is the antagonist, they can then repeat this back to me.This is different to understanding. Understanding is when the person can take their knowledge, identify the essentials, the concepts or the processes and transfer these into other settings or contexts. If we revisit our examples then…If we are teaching addition, the student can not only add 3 and 3 to get 6, they can also add 2 and 4 to get 6 or 9 and 9 to get 18. If they have a better understanding they can even add 23 and 54 to get 76 or add 1,230, 345 and 10 to get 1,585. If we revisit the agonist antagonist muscle relationship, a student who has understanding can then tell me why the pectoralis major, and anterior deltoids are the agonists during a push up and pair them with the posterior deltoids, rhomboids, latissimus dorsi, trapezius and teres major and minor which all relax and, therefore, function as the antagonist muscles for the same contraction. Understanding is not just the same application, but a different application. When I use this definition I can also speak of skills as being a form of knowledge. If I teach you how to build by building a birdhouse and you then build a birdhouse to show your skills, you are simply replicating what you were taught. However, if you demonstrate your skills by building a cubby house, or cabinet, you have understanding because you are transferring the skill into a new context or to a new problem or project.So, if we think of knowledge as replication of what is taught and understanding as transfering what is taught by applying it to a new context it becomes obvious which one is the desired result when trying to create lifelong learners… Understanding in case you weren’t sure.Now if understanding is our goal, there are a few ways we can help our students to get there:DON”T USE EXAMS as the main form of assessment! Exams may have a place in education and in schools, but they lend themselves towards assessment of knowledge over understanding. This is not to say that they cannot assess understanding, there are just much better ways of doing this. Often exams are limited in the types of questions they can ask and students sitting them can regurgitate what they have learnt without the need to apply it to a new context. This is a broad statement about exams, which can differ and can assess understanding, but often they do not. Where exams or tests can be useful is in identifying that students have the knowledge and are thus ready to begin to try and understand. That is, the students are ready to apply the knowledge to new contexts ..

In this episode I am going to provide you 5 characteristics of great feedback. The reason I am doing this is twofold. Firstly, because feedback is vital in learning and can be used to help students begin to provide their own feedback and helps to establish them as lifelong learners. And Secondly, because all too often I see teachers getting it wrong. They spend so much time telling students what they did wrong and not nearly enough laying out what the student should be doing to get better next time.No Score Our first characteristic of effective feedback is to ensure you are not providing a score. It has been known now for a long time that if you provide a score on anything that is given back to the student they will look at the score and then the feedback is either completely discarded or seen through the lense of that score. So for example, if Jane was given 40%, if she then reads her feedback it will be read from the position of “I suck at this”. However, if Amy received 90% she may read it from the perspective of “I am already fantastic at this”. Both students therefore do not take in the feedback at all.Given we want our students to:Read the feedback with the intention of improving, no matter where they are atRespond to this feedback by changing what they are doingIt makes sense that we should leave the mark or score off the feedback. This will at least help increase the percentage of students who read the feedback, and hopefully from the right mindset.Give time to improve with the feedback If we want our students to act on any of the feedback, we really should be looking to provide this time in class. This is our second characteristic - give time along with the feedback for students to actually improve. I love asking teachers “What is the best use of class time?” Often we come up with very similar answers, because we all know that it involves something where we are available to actually help our students with the higher-order thinking or at least when we are available to help them develop and learn in their zone of proximal development - that area just beyond what they are currently capable of, but is not so far that it is seen as impossible. This zone normally requires some form of help from the teacher. This could be in the form of feedback, but it can also be in the form or scaffolds, teaching structures, providing guiding questions or something similar.For this reason, I really want to encourage you to provide your students some time in class to read their feedback and then action the feedback. Now, if the feedback is on an assessment that has already been submitted and graded then maybe provide them with something that is similar where they can practice the improvements that you want them to show. Redoing and old assessment task will not often be seen as valuable to a student. But if they are applying the feedback to a new task, they can come around and become much more motivated and active in the learning. So I encourage you to provide both support and a form of action. Provide the minimum support needed for students to improveNow our third and fourth characteristics have already been mentioned, but I will quickly go over them. So the fourth characteristic is to provide the minimum support needed for the student to improve. This is where you might provide a scaffold for them, give them a link to some content if them that they need to revise or even pair them up for an activity where they are working together on another project but applying the feedback. The important bit here is that you are not providing everything they need to improve nor are you doing it for them. You are providing the coaching that they need (and I do often liken my t..

In this episode, Dan explains what cognitive load is and how it can be leveraged to increase the student learning in your lessons.  Cognitive Load is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWhat is Cognitive Load?Cognitive load is the theory that your working memory has a limited capacity. This limit varies according to you level of expertise in the subject being examined with an expert able to handle up to eight items and a novice only able to manage four. Your working memory is also limited in time. You can generally only handle these separate items for around fifteen seconds before your memory does a refresh of the items. There are three different types of load when it comes to learning. The Intrinsic load, the germane load and the extraneous load. The intrinsic load is the load that comes with the content itself. Some learning is harder than others because it is more complex or is new content. The germane load is the load that comes with what you need to do with the items. This is the work of learning. For example, if you were asked to describe something this has a fairly low load compared to providing a critical analysis of it. The extraneous load is all about the way the items are presented. If the presentation is cluttered then the load increases but if the presentation is clean and precise it helps to reduce the load.As a teacher you want to reduce the extraneous load as much as possible, the intrinsic load cannot be changed and we should be looking to progress the germane load as the learner becomes more familiar with the items.Teaching Strategies that can help reduce cognitive loadBe selective when you present new information or skills. Keep the key points and ideas, remove anything that is not needed, and spend less time on tangents. Clean up your presentations and teaching and learning area to help reduce the extraneous load.Make sure your students have everything they need to complete a task. If they need something from a previous lesson or are trying to bring multiple aspects of a puzzle together, provide them with a chart or brief summary that they can glance at when they need to. This will help reduce their need to remember items when doing higher order thinking.Chunk the items into related clusters. Our brain does this to store the information, so if it is presented in this way it makes the storing much easier as well as the recalling. Along with this is to ensure you present foundation knowledge and skills and build upon this, rather than simply providing the information in the order of the syllabus or some other format that has not been well thought through.Draw attention to key pieces of information as I have in this section by making the strategies bold. If something is key, foundational or built upon at a later date, make sure the students know this. You can do this by slowing down, repeating key elements or literally highlighting it.Use mnemonics and acronyms to help students store information. Provide pegs from which further information can be drawn. Another great tool is the use of visual walk throughs. Recall as you enter your house and put key items related to what needs to be remembered throughout your visual house that help you recall the information you need to then expand on what you know.Getting students to work collaboratively in groups also helps reduce the cognitive load. Students benefit from sharing the load of remembering the items and therefore can use more items in their learning. You need to make sure the task has multiple items though to ensure all students are needed to complete the task.You must know what your students know! What you can learn is dictated by what you already know. Students can only learn in their zone of proximal development, the learning that they can link to what they already know to go that step further towards the learning goals.

In this Episode, Dan interviews Camilla Occhipinti from The Literacy Collective to establish the most important foundations for lifelong literacy. Camilla explores some of the current issues with many current practices and gives easy to apply strategies you can utilise in your classroom to put smiles on your students faces when it comes to literacy. Early Years Literacy with Camilla Occhipinti is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityAbout Camilla19 years as an early years educatorClassroom teacherPedagogy coachDeputyHead of PrimaryPassionate about empowering early years teachers Co-Founder of the Literacy CollectiveCo-Creator of the Literacy Collective ProgramLearn more about Camilla's Workshop in SydneyEpisode NotesWhat strategy do you see as most important for students in the early years of developing literacy?2 key componentsOral language - receptive and expressive languagePhonological awareness - skills, rhyme, alliteration, parts of wordsTalk is crucial in the process of developing literacyPhonemic awareness including the ability to manipulate, blend and segment sounds in words.Moving from sound to print, NOT print to sound!Linguistic phonics26 letters but 46 speech soundsWhy is this such a key strategy? How does it lead to lifelong learners?We often see a Year 3 backwards slide in reading because images are removed and prediction no longer worksSpeech to Print: Language Essentials for Teachers by Louisa Moats is a fantastic resourcesSynthetic phonics is key to success. Students need to be able to take the parts of a word and put them back together.What can you do now in your classroom?SMILES - click the image for a copy of the SMILES pdfSystematic and synthetic phonics to create words earlier (teach it explicitly)Multi-sensory learning (3 or more senses at a time) proprioception, vestibular, tactile, auditory, visual, gustatory, and olfactory) Kinesthetic learning = whole body.Inclusion of oral language - explicit teaching of how to produce sentences, grammatical forms and syntaxLiteracy big 5 - Australian Inquiry into the Teaching of Literacy by Ken Rowe  (phonemic awareness, phonics, vocab, comprehension and fluency)Explicit teachingSound to print rather than print to soundLearn more about Camilla's Workshop in SydneyClick here to download your SMILES fact sheet

Dan interviews Holly Clark to discuss how you can use visible thinking routines to help your students develop their skills required to become lifelong learners. You can find out more about Holly Clark and her resources by clicking the image below.Visible Thinking with Holly Clark is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Produced and Transcribed by Brad Keyes at Podgee.io.Join the Facebook CommunityTranscriptDan: [00:00:00] Hi everyone, and welcome to the effective teaching podcast. Today. I have my very good friend Holly Clark with me. So Holly, can you tell all of the listeners here in Australia a bit about yourself, who you are, and what you are currently doing over there in America?Introducing Holly Clark?Holly Clark: [00:00:15] So I am a lifelong teacher, but recently I have really started to travel around the world. I've been to Sydney quite a few times. I think something like, five to 10 I don't know. But talking about infused classroom and how we can infuse classroom with really strong pedagogy, and then we, we look at pedagogy and then how we can use the tools of technology to amplify that. And so really looking at students in our classrooms.[00:00:42] So right now that's what I've been traveling around helping schools do. And it's been so much fun because the tweaks we're making are working and that's the best part of it all. Dan: [00:00:52] That's always good to have what you say actually work, isn't it? When you're giving advice to people, particularly when you're traveling out of various contexts, I think it's really difficult because you know, I know as a teacher that you want to make sure that everything that you do is catered for your students.[00:01:06] And if you have someone you know from from America, for example, coming to Sydney to provide some advice. They used to be contextualized and relevant for us here still, and generally, a lot of things are in education, but, it's good to hear that it's working everywhere.Creating Lifelong Learners[00:01:20] So can you just tell me a little bit, Holly, about what strategies you see really helped you to create lifelong learners in our classrooms? Holly Clark: [00:01:28] So it kind of goes along with the tweak that I'm talking about. So one of the things that I've noticed that works is when we try to get students to make their thinking visible.[00:01:38] And when they do that, a lot of times I'm asking them to speak and articulate their thinking. So for example, let's say they're learning something in math, they might go on to flip grade and really talk about how they went through the process to solve that math problem, or maybe they're using, and if we're infusing in this instance, maybe they're using Seesaw or some tool that allows them to talk through their learning process and how this affects lifelong learning, in my opinion, is now we're letting kids talk and they're becoming more articulate, and these are the same kind of skills they're going to need in a job interview.[00:02:13] So often in schools we do a lot of writing a lot of things that are based around pencil and paper sometimes, and we don't give kids that opportunity to become articulate and that's what they're going to need to sell something, to get that job, to do the things that they need to do, to be really lifelong, successful, and also understand themselves as learners and how they learn so that they can apply that when they want to become the lifelong learner and understand their own curiosity and how it is that they can quench that curiosity. [00:02:51] As an example. I'm just going to use my own life. I've learned later in life that as I need to listen to books. I can't read them. I don't have the time to be walking and reading, and I'm traveling through airports. So if I could listen to books,

Dan discusses the need for teachers to shift their paradigm when it comes to assessment. Key to this shift is the need to see assessment as a tool for teachers to guide future teaching for that student.Formative Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Produced and Transcribed by Brad Keyes at Podgee.io.Join the Facebook CommunityTranscriptHi and welcome to another episode of the effective teaching podcast. Today I want to talk about formative assessment and I thought I should start by talking about why formative assessment is so important when it comes to helping our students develop the skills of lifelong learning.Firstly, formative assessment requires a change in perspective on assessment. For too long assessment has been seen as summative. A tool to tell us how much the student has learnt from a unit or year of school and that was it. Formative assessment on the other hand requires that both the teacher and the student view assessment more like a check in to see how they are progressing.You see formative assessment has a very different goal than summative assessment. Formative assessment is looking to discover how much learning has happened, if there has been any misunderstandings, any areas that need to be re-addressed and what should happen next as the student moves towards the learning goals. So, rather than the assessment being about attaining a grade formative assessment is about checking progress with the purpose of adjusting teaching and learning activities. Formative assessment is the bridge between teaching and learning. In one direction it tells us whether the teaching has produced learning, how much learning, and how students are progressing. BUT, and I think MORE IMPORTANTLY, formative assessment also goes in the other direction. It tells us how we, as teachers, should adapt, adjust, and change our teaching based on student progress. It is what we should be basing our differentiation upon!If we can make this shift in mindframe and help our students do the same it will provide them with a great skill moving forward as lifelong learners, and that skill is to be able to use assessment to monitor performance, identify areas to work on, and then find the next steps required to develop their understanding and skills to become masters of not just the new content, but of learning.As teachers, we need to be leading by example in this area. We must see assessment of students more as an assessment on our teaching than on their learning. Of course, there are students who chose not to try and others who may never be able to “get” your content. BUT the reason why students don’t meet the learning goals is all too often because teachers either didn’t expect them to or because the student was not told what to do next to progress towards that goal from WHERE THEY ARE NOW!We have known for a long time that differentiation is important and that all our students are different, but we have also known that differentiating learning to meet the needs of all our students is difficult if not impossible, especially with the limited amount of prep time we are given. BUT since when have teachers shied away from hard work!! And today with technology the ability to differentiate for each of your students has never been easier (please note I said easier, not easy… I know it is still not easy).The best way to know how to differentiate your classroom is to use formative assessment to determine what you do. We need to make sure that the assessment we ask our students to do has the goal of informing what we do next as teachers. If this is the goal of assessment and students see this, then the change in mindframe can begin. Not only will they begin to see a purpose to assessment, but the type of assessment will change because the goal of the assessment is different. Suddenly assessment becomes a tool to support learning not a tool to check..

Jon Bergmann is considered a pioneer in the Flipped Class Movement. He is leading the global flipped learning movement by working with governments, corporations, and schools. He has worked all over the world and is the author of seven books including the bestselling book: Flip Your Classroom which has been translated into 10 languages. He is the founder of the global FlipCon (now RESCon) conferences which are dynamic engaging events which inspire educators to transform their practise through flipped learning. Jon also co-founded the Flipped Learning Network, a non-profit organization which provides resources and research about flipped learning.Reaching Every Student with Jon Bergmann is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityIntroductionDan: Hi everyone and welcome to another episode of the effective teaching podcast. Today I am interviewing John Bergmann. John can you  just tell us a little bit about what you're currently doing cause I know things have changed for you lately. Jon: Yeah. So I've got this weird privilege that, you know,  had this crazy opportunity, really humbling opportunity to travel the world, tell people about how Flip Brain changes everything. And I really felt that I was called back to the classroom. So here I am standing in my classroom,  where I teach five classes, every day to students. And, enjoying every minute of it. Dan: That's so good to have someone who is such a leader, to actually then step out of that in one sense, to get back into the classroom, to actually put into practice all those things you've been teaching us for so long. Can you tell us a bit about where you see the future of the Flip Learning going? Cause I know recently we talked about you changed the name of it, for example, into Reaching Every Student. The future of flipped learningDan: So, where do you see the future of Flipped Learning going from where it is at the moment? Jon: Yeah, I mean, at the heart of good learning, I think all of us, all of your listeners know the heart of good learning always comes back to the one key word. I would say, relationships. If kids don't know that you care, they won't care, what you know, right? So it's important to connect with students. And so the most powerful thing about Flip Learning by far is definitely the opportunities, the additional time that you have, where you can connect with students. And to me, that is the heart and soul of what makes Flipped Learning work. Dan: It's definitely been my experience with Flip Learning. I noticed when I started doing it, my relationships with my students got a lot deeper. I really knew where they were at and what their next steps were, and I knew more about just their personal interests and stuff as well. Jon: Yeah, you get to know, not only, I mean, certainly you get to know their cognitive understanding or lack thereof, but also you get to really get to know who they are. There's just additional contact time and additional contact time leads to interesting conversations. It's like yesterday I had some students, we were having a conversation and, you know, Mr Bergmann is very unaware of popular culture. I've always been this way. And they were talking about some singer and I said, "So who is this person?" And they said, "Really Mr Bergmann? You don't know who that is?". I said, "Yeah, and there was this guy coming through recently. His name was K Something West". And they said, "Who's K West? Oh, Mr Bergmann, you don't mean Kanye West."So I couldn't remember what this guy's name was, he's apparently a very famous singer. Dan: Yeah, he's a bit a little bit famous I would say yes, but not necessarily for good reasons though, I don't think. Jon: Well, I don't keep up with that stuff. Keys to a more effective flipped learning classroomDan: So, what do you think are the key things that you need to do in a Fl..

In this episode of the Effective Teaching podcast, Dan interviews Eleni Kyritsis from Teach Tech Play to discuss how STEM can be used in your classroom to create lifelong learners.STEM with Eleni Kyritsis is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWhat is STEM?STEM is often thought about as robotics and engineering, but is can be very simple, like designing , creating and growing a veggie patch. It doesn't have to be heavy with technology, it can even be older technology like those often used in craft activities.Collaboration is very important in STEM where they're always working collaborating thinking critically and communicating their ideas together.Where can you get ideas and help?There is heaps of ideas on Eleni Kyritsis' blog (click the image below) that could be a great catalyst to get you started.You can also find ideas on Instagram, follow hashtags such as *TeachersofInstagram, or on Twitter. Please contact Eleni she would love to help you. If you are based in NSW Eleni will also be coming up to Sydney to run some workshops for us (subscribe on the right to be notified when dates are finalised)Why is it important?It will help prepare our students for the rapidly changing future they are going to face. It is the thinking behind STEM that forces students to be able to collaborate, communicate, think critically and develop their creativity.How does it equip students for future learning?It helps students connect content across various domains. It helps them develop their ability to problem-solve and think critically which is needed for lifelong learning. They are also hands on lessons which helps students to learn how to apply their learning and further cements their understanding of the various ideas being examined and learnt.Give it a go!Connect with others on Twitter and Instagram to see what they are already doing. Using craft materials is an easy way to begin to incorporate STEM into your classroom. Provide creative challenges for your students and give them the craft to create with.You should also check out Teach Tech Play on YouTube or at the website (click the image to the right)Attend Eleni's Workshop "Integrating STEM Across the Curriculum"Learn more

In this episode, Dan talks with Kasey Bell from Shake Up Learning about her Dynamic Learning framework that is the foundation of her book "Shake Up Learning: Practical Ideas to Move Learning from Static to Dynamic". This is Part 5 - Beyond the Due Date of a 5 part series digesting this framework.Kasey Bell is a former middle school teacher turned award-winning digital learning coach at Shake Up Learning. She is also an international speaker, author of Shake Up Learning: Practical Ideas to Move Learning From Static to Dynamic, blogger at ShakeUpLearning.com, host of The Shake Up Learning Show Podcast, and co-host of The Google Teacher Tribe Podcast. The Dynamic Learning Series with Kasey Bell by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityThe Dynamic Learning FrameworkThe Dynamic Learning Framework was designed by Kasey Bell to bring together many of the various aspects of 21st century learning. based on the 4 Cs - collaboration, creativity, critical thinking and communication. This framework aims to help teachers look beyond the technology. To stop seeing technology as just as a tool, but to see it as an opportunity to stretch what we do in our classrooms. To move away from the static old school approach to education as a system for conformity, to see education as a dynamic entity that can be used to go above and beyond what used to be possible. To make learning more engaging, meaningful, connected, collaborative and targeted at developing the skills required for lifelong learning.Beyond the BellLearning doe not stop when the bell rings. Digital tools and devices enable students to continue to learn, collaborate, go deeper into their learning and grow their learning skills to move towards lifelong learners. Learning is accessible 24/7 with technology and we need to shift both ours and our student's mindsets to ones that look for learning to happen anytime, anywhere, and students can OWN IT!Going beyond the bell is all about a shift in mindset. This is not about setting more homework for the students, but about changing their attitude towards learning. It is about encouraging students to take ownership of learning, making learning engaging and meaningful, as well as inspiring students to see learning as something they do for them not for the school. A vital aspect of beyond the bell is to set goals for learning with your students, where they know what the target is and how to get there. To help keep students motivated celebrate their success and track their progress through the use of smaller sub-goals.12 ways to Shake Up Learning with KaseySubscribe to the email list and download a FREEBIE!Read the Shake Up Learning Book by Kasey BellParticipate in the Shake Up Learning Book StudyWatch a FREE webinar Take an online course (Google Classroom, Google Slides, and more!)Get Google CertifiedBring Kasey Bell to your school or eventJoin the FREE Shake Up Learning CommunityListen to the Shake Up Learning Show PodcastConnect with Shake Up Learning on socialFollow and use the #ShakeUpLearning hashtagListen to the Google Teacher Tribe Podcast

In this episode, Dan talks with Kasey Bell from Shake Up Learning about her Dynamic Learning framework that is the foundation of her book "Shake Up Learning: Practical Ideas to Move Learning from Static to Dynamic". This is Part 4 - Beyond the Tools of a 5 part series digesting this framework.Kasey Bell is a former middle school teacher turned award-winning digital learning coach at Shake Up Learning. She is also an international speaker, author of Shake Up Learning: Practical Ideas to Move Learning From Static to Dynamic, blogger at ShakeUpLearning.com, host of The Shake Up Learning Show Podcast, and co-host of The Google Teacher Tribe Podcast. The Dynamic Learning Series with Kasey Bell by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityThe Dynamic Learning FrameworkThe Dynamic Learning Framework was designed by Kasey Bell to bring together many of the various aspects of 21st century learning. based on the 4 Cs - collaboration, creativity, critical thinking and communication. This framework aims to help teachers look beyond the technology. To stop seeing technology as just as a tool, but to see it as an opportunity to stretch what we do in our classrooms. To move away from the static old school approach to education as a system for conformity, to see education as a dynamic entity that can be used to go above and beyond what used to be possible. To make learning more engaging, meaningful, connected, collaborative and targeted at developing the skills required for lifelong learning.Beyond the BellLearning doe not stop when the bell rings. Digital tools and devices enable students to continue to learn, collaborate, go deeper into their learning and grow their learning skills to move towards lifelong learners. Learning is accessible 24/7 with technology and we need to shift both ours and our student's mindsets to ones that look for learning to happen anytime, anywhere, and students can OWN IT!Going beyond the bell is all about a shift in mindset. This is not about setting more homework for the students, but about changing their attitude towards learning. It is about encouraging students to take ownership of learning, making learning engaging and meaningful, as well as inspiring students to see learning as something they do for them not for the school. A vital aspect of beyond the bell is to set goals for learning with your students, where they know what the target is and how to get there. To help keep students motivated celebrate their success and track their progress through the use of smaller sub-goals.12 ways to Shake Up Learning with KaseySubscribe to the email list and download a FREEBIE!Read the Shake Up Learning Book by Kasey BellParticipate in the Shake Up Learning Book StudyWatch a FREE webinar Take an online course (Google Classroom, Google Slides, and more!)Get Google CertifiedBring Kasey Bell to your school or eventJoin the FREE Shake Up Learning CommunityListen to the Shake Up Learning Show PodcastConnect with Shake Up Learning on socialFollow and use the #ShakeUpLearning hashtagListen to the Google Teacher Tribe Podcast

In this episode, Dan talks with Kasey Bell from Shake Up Learning about her Dynamic Learning framework that is the foundation of her book "Shake Up Learning: Practical Ideas to Move Learning from Static to Dynamic". This is Part 3 - Beyond the Walls of a 5 part series digesting this framework.Kasey Bell is a former middle school teacher turned award-winning digital learning coach at Shake Up Learning. She is also an international speaker, author of Shake Up Learning: Practical Ideas to Move Learning From Static to Dynamic, blogger at ShakeUpLearning.com, host of The Shake Up Learning Show Podcast, and co-host of The Google Teacher Tribe Podcast. The Dynamic Learning Series with Kasey Bell by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityThe Dynamic Learning FrameworkThe Dynamic Learning Framework was designed by Kasey Bell to bring together many of the various aspects of 21st century learning. based on the 4 Cs - collaboration, creativity, critical thinking and communication. This framework aims to help teachers look beyond the technology. To stop seeing technology as just as a tool, but to see it as an opportunity to stretch what we do in our classrooms. To move away from the static old school approach to education as a system for conformity, to see education as a dynamic entity that can be used to go above and beyond what used to be possible. To make learning more engaging, meaningful, connected, collaborative and targeted at developing the skills required for lifelong learning.Beyond the BellLearning doe not stop when the bell rings. Digital tools and devices enable students to continue to learn, collaborate, go deeper into their learning and grow their learning skills to move towards lifelong learners. Learning is accessible 24/7 with technology and we need to shift both ours and our student's mindsets to ones that look for learning to happen anytime, anywhere, and students can OWN IT!Going beyond the bell is all about a shift in mindset. This is not about setting more homework for the students, but about changing their attitude towards learning. It is about encouraging students to take ownership of learning, making learning engaging and meaningful, as well as inspiring students to see learning as something they do for them not for the school. A vital aspect of beyond the bell is to set goals for learning with your students, where they know what the target is and how to get there. To help keep students motivated celebrate their success and track their progress through the use of smaller sub-goals.12 ways to Shake Up Learning with KaseySubscribe to the email list and download a FREEBIE!Read the Shake Up Learning Book by Kasey BellParticipate in the Shake Up Learning Book StudyWatch a FREE webinar Take an online course (Google Classroom, Google Slides, and more!)Get Google CertifiedBring Kasey Bell to your school or eventJoin the FREE Shake Up Learning CommunityListen to the Shake Up Learning Show PodcastConnect with Shake Up Learning on socialFollow and use the #ShakeUpLearning hashtagListen to the Google Teacher Tribe Podcast

In this episode, Dan talks with Kasey Bell from Shake Up Learning about her Dynamic Learning framework that is the foundation of her book "Shake Up Learning: Practical Ideas to Move Learning from Static to Dynamic". This is Part 2 - Beyond the Grade Level and Subject Area of a 5 part series digesting this framework.Kasey Bell is a former middle school teacher turned award-winning digital learning coach at Shake Up Learning. She is also an international speaker, author of Shake Up Learning: Practical Ideas to Move Learning From Static to Dynamic, blogger at ShakeUpLearning.com, host of The Shake Up Learning Show Podcast, and co-host of The Google Teacher Tribe Podcast. The Dynamic Learning Series with Kasey Bell by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityThe Dynamic Learning FrameworkThe Dynamic Learning Framework was designed by Kasey Bell to bring together many of the various aspects of 21st century learning. based on the 4 Cs - collaboration, creativity, critical thinking and communication. This framework aims to help teachers look beyond the technology. To stop seeing technology as just as a tool, but to see it as an opportunity to stretch what we do in our classrooms. To move away from the static old school approach to education as a system for conformity, to see education as a dynamic entity that can be used to go above and beyond what used to be possible. To make learning more engaging, meaningful, connected, collaborative and targeted at developing the skills required for lifelong learning.Beyond the BellLearning doe not stop when the bell rings. Digital tools and devices enable students to continue to learn, collaborate, go deeper into their learning and grow their learning skills to move towards lifelong learners. Learning is accessible 24/7 with technology and we need to shift both ours and our student's mindsets to ones that look for learning to happen anytime, anywhere, and students can OWN IT!Going beyond the bell is all about a shift in mindset. This is not about setting more homework for the students, but about changing their attitude towards learning. It is about encouraging students to take ownership of learning, making learning engaging and meaningful, as well as inspiring students to see learning as something they do for them not for the school. A vital aspect of beyond the bell is to set goals for learning with your students, where they know what the target is and how to get there. To help keep students motivated celebrate their success and track their progress through the use of smaller sub-goals.12 ways to Shake Up Learning with KaseySubscribe to the email list and download a FREEBIE!Read the Shake Up Learning Book by Kasey BellParticipate in the Shake Up Learning Book StudyWatch a FREE webinar Take an online course (Google Classroom, Google Slides, and more!)Get Google CertifiedBring Kasey Bell to your school or eventJoin the FREE Shake Up Learning CommunityListen to the Shake Up Learning Show PodcastConnect with Shake Up Learning on socialFollow and use the #ShakeUpLearning hashtagListen to the Google Teacher Tribe Podcast

What is next in Project-Based Learning - listen to what Thom has to say above.Dan talks with the godfather of PBL - Thom Markham who reveals where project-based learning should be headed and remarkably it is also where it has come from. This is a great listen if you are keen to discover more about PBL and what it can do for your students.Thom Markham the Godfather of PBL reveals he next steps in PBL by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityLearn more about Thom's Workshop in SydneyClick here7 Steps for Qulity PBLFinding an authentic challenge a good problem to be solvedDriving questionDecide what they do at the end Assess the project - determine whether it is goodHigh-quality performance rubrics (know and do)Deep   explicit rubrics exactly what students need to doTeaching and learning activities - set the project and get ideas from the studentsTurn students lose on the doing - Team learning (teamwork, accountability, responsibility, doing work, drafts and revision, design thinking)Showcase or present (Mastery Level) - a higher level of problem-solving and mastery of the disciplineThe next step for PBL helps to create lifelong learnersA focus on human development “strengths-focused or strengths-based approach”Individual growth, Developing wellbeingProblem-solving and problem findingSelf-directed throughout How do you do this?Know your studentsA kind and caring classroomStudent-teacher partnership for best performanceStudents set goals and objectives, how they want to grow and where they want to get to and reflect upon itRubrics that include curiosity, work ethic andNEW curriculum with wellbeing integrated throughout A Head Heart and Hands ApproachWhere to startDistinguish between general projects and PBLPBL incorporates projects BUT it uses a strong methodology to encourage better outcomesRubricProblem questionsAuthenticityPlung in - design a PBL unit as best you can and learn as you go.Get feedback from students etcRequires a mind shift.Think "What do students need to appreciate about the topic?" - go for wonder and interestAsk students, what are they interested in.The teacher is the Co-LearnerLearn more about Thom's Workshop in SydneyClick here

In this episode, Dan talks with Kasey Bell from Shake Up Learning about her Dynamic Learning framework that is the foundation of her book "Shake Up Learning: Practical Ideas to Move Learning from Static to Dynamic". This is Part 1 - Beyond the Bell of a 5 part series digesting this framework.Kasey Bell is a former middle school teacher turned award-winning digital learning coach at Shake Up Learning. She is also an international speaker, author of Shake Up Learning: Practical Ideas to Move Learning From Static to Dynamic, blogger at ShakeUpLearning.com, host of The Shake Up Learning Show Podcast, and co-host of The Google Teacher Tribe Podcast. The Dynamic Learning Series with Kasey Bell by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityThe Dynamic Learning FrameworkThe Dynamic Learning Framework was designed by Kasey Bell to bring together many of the various aspects of 21st century learning. based on the 4 Cs - collaboration, creativity, critical thinking and communication. This framework aims to help teachers look beyond the technology. To stop seeing technology as just as a tool, but to see it as an opportunity to stretch what we do in our classrooms. To move away from the static old school approach to education as a system for conformity, to see education as a dynamic entity that can be used to go above and beyond what used to be possible. To make learning more engaging, meaningful, connected, collaborative and targeted at developing the skills required for lifelong learning.Beyond the BellLearning doe not stop when the bell rings. Digital tools and devices enable students to continue to learn, collaborate, go deeper into their learning and grow their learning skills to move towards lifelong learners. Learning is accessible 24/7 with technology and we need to shift both ours and our student's mindsets to ones that look for learning to happen anytime, anywhere, and students can OWN IT!Going beyond the bell is all about a shift in mindset. This is not about setting more homework for the students, but about changing their attitude towards learning. It is about encouraging students to take ownership of learning, making learning engaging and meaningful, as well as inspiring students to see learning as something they do for them not for the school. A vital aspect of beyond the bell is to set goals for learning with your students, where they know what the target is and how to get there. To help keep students motivated celebrate their success and track their progress through the use of smaller sub-goals.12 ways to Shake Up Learning with KaseySubscribe to the email list and download a FREEBIE!Read the Shake Up Learning Book by Kasey BellParticipate in the Shake Up Learning Book StudyWatch a FREE webinar Take an online course (Google Classroom, Google Slides, and more!)Get Google CertifiedBring Kasey Bell to your school or eventJoin the FREE Shake Up Learning CommunityListen to the Shake Up Learning Show PodcastConnect with Shake Up Learning on socialFollow and use the #ShakeUpLearning hashtagListen to the Google Teacher Tribe Podcast

In this episode, Dan talks with Nat Littler about how she helps encourage lifelong learning in her classroom. In this interview, Nat explains the importance of providing a why for learning given topics and how providing content real-world applications helps motivate and engage her students. Nat also explains the importance of teachers being lifelong learners themselves.The importance of knowing why with Nat Litter by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWhat do you do to promote lifelong learning in your classroom?Be a lifelong learner yourselfShare your learning experiences and failures with your students.Try new things in your classroom and be fine with them not workingHow does the provision of meaning and connection promote lifelong learning?It allows you to focus on the why? Why are you teaching this topic etc?Provides real meaning for the students and motivation to learnStudents who are motivated to learn develop better learning skills to transfer beyond the classroomUsing project-based learning, critical inquiry and flipped learning help to increase student active contributions to learning and reflect the real world.Give it a go!Make sure you can answer "why?"Provide this information up-front with your students.Tell your students about a time that you failed at learning something, share with them something you are currently learningIf you are not currently learning something, then find a book and begin to read. Share what you learn with your students.

In this episode, Dan discusses the importance of celebrating student learning success. He describes how to do this well and connects the celebrations with learning goals and sub-goals. Dan also explains how celebrating student learning success helps to create lifelong learners.Celebrating Learning Success by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWhatCelebrating success in learning links back to goal setting, creating criteria and exemplars.Celebrate the subgoals and the big winsWhy?Because learning is hard workSetting goals and achieving them is funBut, students need to know when they have achieved the goals and subgoalsCelebrating the success, not only shows students that they were successful but helps them to identify as a successful learnerIt provides further motivation for future learning and a reference point to refer back to when things get hard once again.How?This does not have to be anything bigSimply point out where they have been successfulGive a high-five, a sticker or just congratulate them (publically or not)Refer back to times of success to help motivate them when they are doing it hard it helps to motivate studentsOf course, you can also go bigger:Email or call home to let parents know and let them celebrate with their childReport comments, and gradesCertificates at assembliesGamify your classroom etcJust make sure it is repeatable and fair for everyone who succeedsLifelong LearningAs the students experience success they begin to identify themselves as successful learnersThis provides them with plenty to look back on to help motivate them when they are doing the learning on their ownIt also helps them to identify their own progress in the future which will help them set goals and achieve them in future learningFinally, more success will also increase their confidence and their willingness to try hard things. This in return will help them to develop the skills for learning that they need to become lifelong learnersGive it a go!This week Identify any chance you can to celebrate your student’s learning success.Send an email home to celebrate, Give high fivesGamify your classroomGive out a certificateOr simply get alongside a student and tell them you are proud of the hard work they put in and the achievements they have madeAnother great thing to do is to identify past successes and remind them of those times. The hard work they put in and the learning they achieved. Especially if they need some motivation. 

In this episode, Dan Jackson discusses why he sees reading as the number 1 skills needed for lifelong learning. He discusses how you can use NAPLAN results to come to know your students and find teaching strategies that will help them develop their reading.Reading for Lifelong Learning by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityReading the most important skill for lifelong learningCurrently I am homeschooling my son who has just started school. One of the focuses for me over the coming years is to teach him how to read well.He has already shown an interest in Learning and particularly enjoys using the App “Reading Eggs", but of course I cannot leave this learning to him doing lessons on an app. From a young age my wife and I have read to my son… actually, I read to him while my wife was still pregnant. And he still loves having books read to him. But of course I want to shift his skills so that he can read on his own. And as I focus on this and think about the importance of this skill, I have realised just how important a skill it is for his future.Once he can read, he can then learn anything he likes.With the internet providing so much content these days and the increased accessibility to academic works, he can literally learn about anything on his own once he can read.The same is true for our students. Being able to read is so key to their success as lifelong learners that we do a massive disservice when we don't have this as a focus in every subject and each activity we do.Previous workshopI used to run a literacy workshop for teachers which really began with knowing your studentsI remember getting massively frustrated when I first began to learn more about literacy because I was finally exposed to the insights we can get into our studebts from NAPLAN resultsNow our culture and society and many schools, especially principals have given NAPLAN a bad wrap using it as a way to compare one school against another.I remember constantly being told that our school was ranked higher than surrounding schools, so we were doing well, but that was as much as we were told.However, reality is that the results from NAPLAN provide you with fantastic insights into the strengths and weaknesses of the students in your class.If you, like many teachers have not seen your students results from NAPLAN, I encourage you to ask your executive for access and for some training on how to navigate and interpret results. I know they used to, and hopefully still do, provide graphs that show the growth of each individual student which is real data you can use to see if students skills are improvingClass profileOne of the key steps in the workshop I used to run was to use the results from NAPLAN to create class profiles. All we did was enter each students overall result for Reading, Writing, Spelling, Grammar and Numeracy.We then colour codes the results, red for students who scored lower than 50% and green for over 85% this then provided a quick snap shot of what the students know and don't knowFrom here, if I had a student who any red I would create an individual profile for them breaking the skills down further.Finally, I would find teaching strategies that matched the weaknesses. Amazingly, NAPLAN provide these as well. Give it a go!Get access to your NAPLAN resultsCreate a profile, identify an area for at least 1 student, but obviously the more you can help at once the better Then find the strategy you can use to help your student to develop their reading ability.Teaching Resources from NAPLAN

In this episode, Dan discusses the book "So Good They Can't Ignore You" by Cal Newport and applies some of its main points to teaching. He examines what deliberate practice is and how it could be the key to revolutionise your approach to teaching and learning. He terms this Deliberate Teaching.Deliberate Teaching, become so good they can't ignore you by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunitySo Good they can't ignore youAt the heart of the book is the message that to follow your passion is bad advice instead you should develop yourself as a craftsman. Become so good at your work that it becomes your passion.Become a craftsmanMaster rare and valuable skills to develop career capital. To do this you need to use deliberate practice.Erikson stated that expert performance is not based on talent but on practice. Cal further identifies that it is not JUST hours of practice, but hours of deliberate practiceDeliberate PracticeStretch yourself just beyond where you are comfortable with the goal to improve your skills or knowledge in this area. This applies to everything from Math to Creative arts. Deliberate practice requiresKnowledge of the “chunks” or criteria for improved performancePractice that stretches you in one of those chunks identified to improve but that is not so far it seems unattainableFeedback in relation to whether you are getting closer to this goal Key to this is the deliberate practice of a skill at a higher level in order to master the skill.WhyI think it applies to our teaching and student learningStudents need to be able to practice skills in relation to goals and criteria and receive feedback frequently in relation to these to really master a skillAs a teacher, shouldn’t we be applying such insights into our teaching practiceIn order for us to improve as teachers, we need to know what expert teaching looks like, understand the criteria we can use to describe and explain it. We should then be developing at least one of these all the time, by extending ourselves in this area and getting feedback with relation to the goals.Deliberate TeachingChose a specific area of expert teaching and identify ways to improve this. EgIf you struggle to use Tech in your classroom, find an expert in this area and get some advice on what you can do to begin to stretch yourself. Stretch yourself in this area, which does not just mean put it in practice. First, you need to learn about it. Maybe do a course, like the online courses at TeachersPD.net or read a book in this area. Then try it… but not on your ownIt’s time to open our doors!!Get feedback from people you know are good in the area you are looking to improveIf you need to record your lesson and share it with others for feedback. I am actually looking to set this system up in TeachersPD over the coming weeks where teachers will record and share and provide each other with feedback that is specific to the area we are looking to improve.The more feedback you can get the better. And keep repeating the process until you have improved this area and then move to another criterion and Repeat!!Lifelong learningThis will model lifelong learning for the studentsYou will begin to provide better teaching because you are constantly looking to improve your practice and this will naturally help students to learn the skills required for lifelong learning and possibly the motivationYou can apply deliberate practice to your student’s learning as well, helping them to master what they are doing, because as Cal Newport identifies throughout this book, it is through mastering a skill or an area of knowledge, becoming an expert… that is what creates passion and leads to satisfaction in life.Give it a go!Find an expertLearn about the area you want to improveTry it and get feedback and repeat until you master i..

In this episode Dan discusses hyperdocs and how they are a tool that can be used to create lifelong learners. A hyperdoc helps to engage students, create meaning for student learning, connect content to the real world, and to guide student reflections on their learning.Lifelong learning with Hyperdocs by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWhat is a hyperdoc?NOT just a document with linksIt is a reverse lesson or unit plan that:Provides students with choiceHas students collaborateDevelops creativityIncludes meta-learning (learning to learn)The focus is more on the pedagogical approach than the links in the documentCommonly include the terms:Engage (Identify the meaning in life of what is going to be learnt), Explore (begin to develop research skills following students own interests, Explain (explicit instruction, providing content knowledge), Apply (examine egs, analyse other perspectives, case studies, creating something AND I would recommend that this be in various contexts), Share (Their application is shared with others for feedback. So both themselves and others can reflect on what was produced. I recommend external audiences), Reflect (students then reflect on their learning process, what skills they applied or developed, how they overcame problems, identifying Ah Ha moments and how they became successful or NOT), and Extend (where do they go now, going deeper into the issues, connecting to overarching big life questions, linking back to the engagement, go further into the Whys?How does it create lifelong learners?The hooks into real world and meaning provide motivation and interestAllowing students to first explore on their own (with or without restraints according to ages) helps develop their own inquisitiveness, especially if you walk around the room and engage with this exploration. It can be the most important aspect of the learningProducing something that is shared is fantastic for the students. Suddenly they can see how learning can lead to creation, helping others, or something that others will engage with - this is key for entrepreneurial mindsetsFinally the reflection, I think I will do a whole episode on this, but as students reflect on the learning process, they are learning how to learn. The focus of the reflection is how they were or could be successful, what went wrong, how to overcome this and identify those learning strategies. This is Meta-learning in actionHow do you make one?Check out Hyperdocs.co they have heaps of scaffolds and a community that do hyperdocs. There is a Facebook group as well and this can become really transformational for yourselfFor me, I integrate them with my flipped mastery approach. Students work through them and the “explain” is my flipped video and so I am always moving around the room and helping the students regardless of where they are up to in the process, or even which hyperdoc they are using, ie which topic they are looking at.Then plan the lesson from the students perspective. Give them the choice of specifics, how they consume content and the context and tools used to create it. Allow them to choose their groups, chose the platform for sharing and connect what they are learning with their world, not just ours.It does take good planning and prep, but the rewards are great.Give it a go!Grab a scaffold and plan a single “lesson” or topic using the scaffold, even if it is just the Explore, Explain, Apply scaffold, it is a beginning.Then plan through your activities, look for opportunities for your students to take over their learning process, but having choice and voice. Put all the detail that the students need into the one hyperdoc, so they don;t need you to know what to do next. Then in your lesson, be the leader and assistant at the same time.

In this episode, I interview Janice Atkin and discuss how contextualising your practice can help to create life-long learners. This interview covers everything from surface and deep learning, to ways you can personalise learning for your students while still achieving the same learning goals.Contextualising your practice with Janice Atkin by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityJanice is an education consultant, former Senior curriculum manager at ACARA for HPE and currently co-founder of inclusive schools Australia.Janice's WebsiteInclusive SchoolsWhat do you mean by contextualising teaching practices?Personalising our programs and classroom practiceMoving beyond presenting content and focusing on the deep learningConnecting what is being learnt to the student's real-life and providing meaningProviding choice in content consumption, critiquing, creating and reflectionWhat they do end up doing in a classroom is specific for them because they have chosen activities or they've combined it in different ways or they've linked it to things outside of the classroom that they are particularly interested in you don't actually have to do all that writing yourself.-Dan JacksonWhat does it look like in the classroom?Creating a buffet of options for students to select fromIt is NOT differentiated where "smart" kids do the deeper learning and the others do surface level. They all can choose from the options that cover both.Use a hyperdocKasey Bell talks about using Menu BoardsWe talk about this idea of creating a buffet of options and student then self select what they're going to take from the buffet.- Janice AtkinHow does it create life-long learners?It enables students to learn how to research, consume and critique the contentIt enables them to become teachers as they help each otherIt creates meaning to their learning, increasing their motivation to learn and experiences of success leading to students that identify as successful learnersIt creates a community for learning, not learning in isolationGive it a go!2 Step process:Identify the challenges, behaviours and decisions you are trying to influenceHelp students to develop the skills they need to effectively address those challenges, behaviours and decisionswhat are the challenges or the behaviours or a decision that kids are making that you're trying to influence... then start thinking about within your curriculum what are the skills and understandings that sit within your curriculum that are going to support students to effectively address those challenges decisions and behaviours.- Janice Atkins

In this episode, I interview Joel Anderson - Head of PDHPE at Newcastle High School, to discuss collaborative approaches in the classroom. Joel shares some of his approaches including the "Huddle and Pod" approach and discusses the importance of providing structure to the collaboration to ensure each student has a role. We also explain how collaborative approaches help students prepare for a life of learning as they prepare for life beyond the classroom.Collaborative Approaches with Joel Anderson by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWhat are collaborative approaches?The have students working together in groups of 2 or moreThey are structured with students working together with each student having a roleThey are situations where students work together towards the same goalsThe tasks should require high cognitive skills requiring collaboration. See this article on Collaboration and Cognitive load for more detailHuddle and Pod approachMuch like the jigsaw method. In this approach, students have a huddle - a group which is always the same for the whole term and they work together towards goals and discuss their learning together. The pods change each time but they are your groups that focus on the same activity or piece of content that once mastered is brought back to their huddle.How do collaborative approaches help create life long learners?Students develop people skills that can be used for learning later in lifeStudents are forced to take on a learning role and a teaching role while also working with others to expand their perspectives a begin to understand others viewpointsStudents begin to experience success in learning and realise they do not have to have all the answers, just be willing to find them.Where can you startStart small and "dip your toe in"pair discussionGroup work or research taskEvaluate how everything goes and adjust your approachMake sure students have a role in the learningLet go of the reins and let the class be noisy... be comfortable in the uncomfortable.

In this episode, Dan interviews Kelly Pfeiffer, looking at Project Based Learning. They discuss some of the key aspects needed to create a good PBL unit, how it helps create lifelong learners and how you can begin to use aspects of PBL in your classroom this week.Project Based Learning with Kelly Pfeiffer by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityKelly Pfeiffer is the head-teacher for futures learning at Dubbo School of Distance Education. She won the Australasian Association of Distance Education Schools award for teaching excellence this year.  Her team also won the Technology 4 Learning Award this year. AND The Dark Sky education package that she developed with her colleague has been nominated for the international Dark Sky Defender AwardWhat are the key aspects of PBL to make it effective?Driving QuestionAuthentic AudienceFeedbackWhat makes PBL an effective teaching strategy for creating lifelong learners?Helping our students develop problem-solving skillsTeaching them to collaborate, be resourceful and resilientThe transfer of learningThe authentic learning process has a huge impact on the students and their future lifeHow can teachers begin to use PBL?Begin to use the key elements of project-based learning:Authentic audiencesReflective processesInquiry-based learning and driving questionsFurther resourcesAttend our upcoming Project-Based Learning workshop with Thom Markham Founder of PBLglobalYou can find lots of resources including online courses that are NESA accredited at the Project-Based Learning Global website. If you would like a closer look at the Dark Sky Education package that Kelly and Melissa developed you can find more information here

In this episode, I discuss the importance of teaching our students how to take notes well and engage with content for learning rather than simply consuming it. I talk about some of the key aspects of good note taking and why it is effective in improving learning when done well and why it helps prepare students for a life-long learning.Taking notes and engaging with content by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityTheoryTaking notes requires the learner to:Be selective of content that is important for the learning outcomeOrganise this content into some form of system for later revisionHowever, note taking also:places a significant cognitive load on the brain, as the student listens/watches and takes notes with more information coming as they write. - Annie Piolat et alWhy?Taking notes will help students as they want to quickly refer back to something that they have already coveredIt mimics real life, where we take notes for later referral. This could be a meeting, conversation, or when we do our own research to learn about a new topic.It helps prepare students for a future when they might need to learn a new skill or piece of content as they learn how to identify key ideas and concepts and how to string them together themselves.How?It is important that we remember the cognitive load that note-taking adds and adjust the process to help students focus on the new items and connecting them rather than trying to listen and write at the same time.One way to help this is to show students how to interact with the content. If it is a piece of text, explain how to identify key pieces of information, and highlight, circle, underline etc the text. Get them to write notes on the text or arrows for how concepts connect.Make sure any notes taken are not verbatim but instead are the key ideas written in their own wordsPam A. Mueller and Daniel M. Oppenheimer found that “laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning”Try to make sure that notes are not taken live. I.e. don’t ask students to take notes while you talk. This will increase their cognitive load and make the processing and learning or information or skills difficult.InsteadRecord what you would normally speak or present as either a video or audio that they can then control… ie) pause, rewind, fast forward etc as they take notes. This will help to reduce the load and allow them to focus on structuring the information and making connections.Note taking is also very specific to its context. Notes in Science, for example, have a different focus to those in art or history. So it is important that you teach your students how to take notes for the subject matter at hand and learn to adapt their notes to the context and the learning goals/outcomes.One example of note taking is the Cornel method, which is used a lot in flipped learning. Here students break the page into 3 areas, one with the general notes, one with the key terms and ideas that come out of the notes and the last area as a summary of the page.https://youtu.be/Lu7WM_fmR1khttps://youtu.be/ogHIyREqLd4I would also recommend including guiding questions or comments. When I flip I often use tools such as EdPuzzle and Insert Learning because they allow me to guide the student's notes and keep them focused. I might ask open-ended questions from the reading or video that helps them identify key items and then another that helps them connect them.I can also highlight key items as they watch or read so they know that it is important and should pay attention to it.It will also show me if they have learnt the information and concepts etc as I look at their answers… before class.I also like to get my students to mind-map items to show the connections betw..

In this episode, I talk about the importance of students reflecting on their learning. I discuss how it helps to create life-long learners and some of the ways that you might include this practice in your regular daily teaching.Student Reflection by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWe all know that reflective practice as a teacher is one of the key activities to progress. As we reflect on our lessons, our units and how our students have learnt… or not, we identify areas for growth and begin to see the areas of our programs that need adjustment for the future.Why should students reflect on their learning?It helps students see the importance of their learningIt helps students to know WHY they needed to learn what they learntIt helps students identify and develop how the learning occurred, which aspects made them think, how they found solutions to problems etcIt helps you to see how students are thinking, their thought processes and identify ways that you can help them in their learning.It can be used to assist peer or teacher feedback to the studentIt provides invaluable feedback to us as the teachers to then adjust our practiceThis works really well if we already have established:Learning goals and success criteriaIdentified where the student began and where they are currentlyWhat the next steps will beHow might you get students to reflect?You could provide them with a scaffold of questions to guide a paired discussion.Questions could include:Was there anything that surprised you today? Why?What did you learn today? What was the most important? Why do you think this? Is there anything you would like to learn more about Or that made you curious?Is there anything from today that you can apply to everyday life?What was difficult for you today? Why?What did you do or could you do next time to overcome this or similar difficulties?What are you going to do next to reach your learning goal or subgoal? Why?How did you or could you help someone else with their learning? EtcMY FAVOURITES:How did I help you today?How did I hinder your learning?What would you like me to do more of next time?But it is always important to include the question why at the end of questions to help promote critical thinking and deeper reflection.Mode of reflectionYou could use similar questions to guide a student as they wrote a blog post, or made comments in a digital portfolio.I often get my students to make a Video that they share with me where they answer provided questions. I love using Seesaw to do this, it is a very simple tool that provides a lot of insight. You could also use FlipGrid or something similar to have students work through this process.You could have students send themselves an email with advice for their next lesson. This can be powerful if you then get them to read those emails at the beginning of the next lessonYou could have students respond to questions in a forum or in a Google hangouts chat, orRecord a podcastImportantModel reflections for them, including how you reflect on your practiceMake sure that you can see and take the time to learn from their reflectionsProvide students with the time they need at the end of the lesson to reflect properly… remember this takes time to do wellAdjust what you do based on the student’s reflectionsHow it creates life-long learnersReflecting on learning helps your students identify how they have learnt, what they have learnt and how they can improve their own and others learning. This will have a huge impact on their ability to teach themselves and help them become more skilled in problem-solving life issues. It can also help them identify their successful learning and how this learning can be applied to their life, which helps students to see the importance of learning but also begin to enjoy the..

Dan asks John Hattie what his thoughts are on the most effective teaching strategy is that can create life-long learners and not just prepare students for exams. This leads to a discussion on standardised exams, flipped learning and project-based learning, as well as the Visible Classroom app.

In this episode, I discuss why and how you should use blended learning as well as look at a short example where self-paced blended learning is used well. Listen to the audio above or read through the summary below.Blended Learning by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWhat is blended learning?It is a mash-up of traditional face-to-face teaching and using technology.Personally, when I do it, I often call it an in-flip, where the student’s watch the video in the classroom and I might still provide some direct instruction to some, or when it is needed.Why use blended learning?Free’s the teacher up to spend more time with students on things they need help withSaves timeAllows students to move at their own pace and to use a mastery or competency-based approach to the learning sequence, rather than a timed content approach, where you simply move through the content at a pace you think will work for most.Way better for creating life-long learners. As success in learning brings the happy hormones which help students to enjoy the process.How to blend your lessonsThere are lots of ways that you can create a blended learning environment. You could:Do 50:50 where half watch instruction or are using tech, while the other half is with you doing something else that is relatedYou might put up the lesson instructions on a board or ppt and let the students work through the activities in order, or as a choice board, where they can do them in any orderYou could add more detail to your booklets etc that you hand out so that students can work through them at their own paceYou could create hyperdocs (more on this in a future episode)Self-paced blended learningBlended really allows for self-paced learning. So take advantage of this.Check in with students to see where they are up to and where they are going nextBuild in formative assessment check-points throughout the process, much like you would in a project-based learning environmentUse it for project-based learningPlan clear differentiation in your tasks and activitiesAllow for collaborative tasks, and peer feedbackExampleI saw an example of this recently in a post from Edutopia. A teacher, Kate Gaskill using the blended self-paced approach had a check-in process with her students that was fantastic using what she called a Do Now sheet.The sheet asked the students to:State the objective for the lesson in their own wordsIdentify a strategy that will help them finishWhat lesson they were onHow they were going to keep on pace and also checked in on their emotionsThen she would meet briefly with each studentBriefly run through their sheetAsk if there was anything they need from her Kate Gaskill, History teacher at Eastern Senior HS, Washington DC seen on EdutopiaTry Blended learningCreate 1 blended lesson this weekUse the slip or a modification of it to check in with EACH student during the lessonIf you like the process, see if you can create a 2-week booklet or something similar that the students can use for a blended approach for those 2 weeks and see if their learning increases and if the students begin to enjoy the success they are having in your class.

In this Episode, I talk about why you should flip your classroom and some of the best practices for how to do it. I discuss using Insert Learning or EdPuzzle as tools to help you identify student knowledge and differentiate your teaching and learning in the classroom, as well as provide advice on what to do when the students don't watch the video or do the reading before class. Listen to the audio above or read through the summary below.Flipped Learning by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityRough transcriptHi and welcome to episode 5 of the Effective Teaching podcast. Today I want to talk to you about flipped learning as an effective method for producing life-long learners.I have been flipping my classrooms since 2010 when I was first introduced to the concept. The idea just made sense to me… Get the students to go through the content before they come to class and then there is more time in class to do the fun things that I wanted to do as a teacher… at least that is what I thought.After I did some more research and a bunch of professional development I realised that it wasn’t just the fun stuff that I could do now, I now would be able to help my students when they most needed it. For so long, I had been giving lectures for most of my lessons and helping students know the content, but in reality, they didn’t need me to provide the content, they needed me to help with its application, critiquing and creating. My traditional approach had only really allowed my students to get the lower levels of Blooms Taxonomy, But they really needed me at the higher levels, the deeper thinking as Hattie says. Students can consume content on their own quite fine, learning new ideas, but they need help relating, applying and critiquing those ideas.This new perspective on flipped learning made me more committed to the approach as a meta-pedagogy. That is, I began to use it as my umbrella approach and now in my classroom, I could use project-based learning, critical inquiry approaches, case studies, collaborative tasks, and more. I now had time to prepare my students for exams and help them with assessment tasks.So…let’s talk about some of the best practices for flipping your classroom and creating life-long learners.Firstly, you will get better engagement from your students in the flipping if you tell them why you are doing it and teach them how to engage with videos or readings for learning, rather than for entertainment. This means teaching them to take notes, pause, rewind and re-read or watch sections. If you're feeling good, you could also send something home to let the parents know about this approach as well.Secondly, it is best if you make your own flipped content, whether that be videos or text, but you can also gather and use content from other places, such as textbooks, websites, youtube, Vimeo, Ted videos and more. You don’t have to do it all at once to start with.Next, you should find a way to check that your students have engaged with the content before class. This can be as simple as checking they have notes as they enter the room or using tech such as Insert Learning or EdPuzzle. The tech also allows you to check that they understood the content, which you will need to do before you do anything else in the classroom.The most important thing that you need to do when you flip your lessons is to change what you do in your classroom. If you have half your students not watch the video at home, for example, DO NOT then present the information to the whole class, this will stop the students who did watch it from watching next time. And don’t just give questions from a textbook. Remember, you now have time!I start by getting the students who didn’t watch my video at home to sit at the back with earplugs and watch the video. While they do that I do something fun with the rest of the clas..

In this episode, I examine how many teachers currently provide feedback and how this feedback can be improved. I discuss the importance of feedback being future focused and how to differentiate your feedback according to the stage of the learner.Effective Feedback by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityFeedback is importantAccording to Hattie’s research after analysing over 800 MetaAnalyses on teaching and learning Feedback is one of the most effective teacher activities when it is done well.Many of us provide feedback to students that is ignored on assessment tasksYou even might be providing feedback on drafts, and/or general learning happening in your classroomSome of you, like me, are using technology to provide fast feedback on student quizzes, such as Kahoot, Google forms, Socrative, or QuizletBut, is our feedback effective, are we improving the learning of our students and what’s more, are we helping them develop a love for learning?Students do not respond to feedback if they are given their markTry releasing the mark after they adjust the task based on the feedbackFeedback must be future focusedFeedback must be future focused and goal orientatedWhere are they, where were they, where are they headed and what are they doing next!Eg you can identify all the bones and muscles, which 2 weeks ago you didn’t know. This is great progress as we move towards being able to analyse movements. Next we need to work on being able to describe the different joint movements and muscular contractions.Feedback should focus on 1 thing they can improve next time they do something similareg) net time you critically evaluate a topic make sure you set up clear criteria to use in the evaluationProvide lots of positive feedback (5-1)Feedback must be specific to levels of prios konwledgeIf the topic is new to the student focus on correct and incorrect informationIf they know the content, focus on how they relate the content and the processes that are used in applying, critiquing, and creatingEg when comparing and contrasting try using words such as, “in contrast” or “similarly” and contrast each aspect in its own paragraphIf they are skilled in the topic then feedback should look to help them become more self-sufficient in checking their own workEg have a look at this example and this success/marking criteria and make a list of things you could improve for next time. ORCan you tell the difference between example A and example B. Which would you say is more successful and why?Your turnDuring each of your lessons today, tomorrow and this week, seek opportunities to provide future focused feedback for your students based on the learning goals.REMEMBER:Where are they, where have they come from, where are they heading and what are they doing next?Ensure your feedback is appropriate for where your student currently is, new, familiar or competent

In this episode, I discuss why we should be using and providing exemplars to our students and some of the best practices around how to use exemplars to improve student learning and help to create life-long learners.Exemplars by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWhy ExemplarsExemplars show students what success looks likeThey are a great reference for feedbackThey help improve peer feedback and student self-assessmentThey work really well when they are directly connected to the learning goals/intentionsThey have a positive impact on students achieving successSuccess feels good and helps students to love learningHow to use exemplarsStart with an exemplar of what your students might produce as evidence of their learning by the end of your lesson, or by the end of this week.Creative writing pieceVideo explanationDramatic performance orA pamphlet they could createMake sure your learning goals or intentions are clearly evidenced in the exemplarEnsure students understand that they do not have to replicate what you have done, but should use it as a reference to check their workYou will use the exemplar to help you provide feedbackLevel upHave more than one exemplar using different methods for achieving the same learning goalAnnotate your exemplar, maybe use Screencastify and make a video explanation, or use the comments/track changes section of your document to put comments that help explain why the exemplar is so goodHave examples at different levels that you compare and contrast with your students to help them know what is required to move from where their first draft might be to where you want them to get toAs they progress, highlight this and celebrate it with them.Remember the more you celebrate their achievements the more they will develop their confidence in learning and the more they are likely to begin to enjoy the process.Create your ownPick 1 lesson or sequence of lessons, and create 1 exemplar that shows your students what success in that lesson or those lessons might look like.Make sure you show and explain the exemplar to your students so that they understand why the exemplar is a good example of successfully achieving the learning goal/sCelebrate students achievements, and use them as exemplars for each other.

In this episode, I discuss how I use diagnostic assessment to inform and differentiate my practice. I focus on the need to find out what your students already know so that you can design the learning path ahead to achieve the learning goals. Listen to the audio above or read the summary below.Diagnostic Assessments by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityCommon diagnostic assessmentsDiagnostic information from your learning support or special education faculty.You could use results from the year before or last termOften people use results from NAPLAN in Australia or your equivalent numeracy and literacy state testing.BUTIt doesn't have to be complicatedIt can be as simple as playing a game of Kahoot, or completing a short quiz on Google forms, Quizlet, Socrative or Quizziz.I love starting a unit by giving the students some prompts around the topic we are about to start and have them video themselves telling me anything they know related to the topic.Some great tools for this are: SeeSaw, WeVideo, a simple camera on any device or something like ScreencastifyThis task does not have to take long, BUT it must be used!I really don’t like teaching to increase test results, BUT that doesn’t mean that testing cannot serve a purpose or help you to provide better and more effective teaching and learning for your students.There is a huge problem if these simple quizzes do not affect your teaching and learning activities. That would be testing just for the sake of testing, which is a massive disservice to our students and will not help them love learning.These tests should be short and fun with the goal of providing you with an insight into what your students do and don’t know so that you can differentiate your learning designThis is important BECAUSEIf you don’t change your teaching then they are going to either find what you do with them too easy or too hard and both students will not learn how to learn or learn the skills needed to learn on their own.Instead, they will sit at the back of the class and disengage from the lesson, unit or even the subject as a whole.Use the diagnostic resultsIf your diagnostic testing is not used, you are bad a teacher as the person who doesn’t give them in the first place.Without some form of diagnostic check on where your students are at, you cannot properly set them challenging, yet achievable learning goals, or design the learning process to achieving those goals.As teachers, we need to know where our students are in order to design the path forward for them to achieve their goals and the learning goals for each subjectI love creating class profiles and including as much information about my students as possible.This includes any diagnostic test results from the learning support unit and results from previous years of testing.I love getting them to create videos about themselves and their goals, as well as what they actually know.Your turnGet some diagnostic evidence relating to what your students already know.Identify where they are at in relation to your learning goals and their’s SO that you can adjust your teaching practice to help them achieve the goals.So, if you haven’t yet, gather information from your learning support, and NAPLAN testing results to identify your student’s skills, BUT also do something that is specific to what you are teaching this term. Maybe a simple Kahoot, or a short video explanation based on some questions you provide. It can be anything, but the goal of it is to identify what they already know, and from where you should start to build.It doesn’t have to be much, but it needs to have an effect.

In the first episode, I introduce myself and explore the importance of setting learning goals as an effective teaching strategy to enhance student learning and help to create life-long learners. I also provide simple methods to make the learning goals explicitly known by your students. Listen to the audio above or read through the summary belowLearning Goals by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityIntro to DanTeaching since 2006Currently the Deputy Principal at my schoolI’m a Google Trainer and InnovatorPassionate about quality teaching and producing life-long learners like meWhy the Effective Teaching PodcastOur systems are so focused on testing that we have changed education to test preparationThis produces teaching that is habitual and often not engaging for our studentsEffective teaching is not about increasing test scores it is about producing life long learners so students are life readySo...I intend to provide a single effective teaching strategy with examples of how you can implement itI hope to interview teachers who are in the classroom and have effective strategies they are using. If that is you, please contact me through TeachersPD.netLearning GoalsWe should have learning goals for:UnitsWellbeingLessons andAssessmentsLarge goals should have subgoals, eg) units should have lesson goals etc that can be used to track progress and know the next steps in the learning process.These need to be clear and understood by the students. IPut goals on the boardOn slides I useOn resources, I hand outAnd talk through them at the beginning AND as we achieve themCelebrate the achievements B/C setting and achieving the goals is fun, but learning is hard.Set learning goals with your studentsHave a go. Start your lesson today by going through the learning goals that the students will achieve today. Put them on the board and tick them off, or in your slides at multiple points so check them offAND see if it improves their engagement and your knowledge of how they are progressing in their learning.

Dan is back after a short break to talk about increasing your personal effectiveness so that you are a better quality teacher and person as a result. It's time to get more control in our lives. 🙂 Show notes are available at https://www.teacherspd.net/87

Time is our greatest resource and we need to take control of it. Too often we allow school to dictate too much of our time. Let's get our priorities right and allocate more time to what really matters and less time to work. Access the transcript and video at https://www.teacherspd.net/88

If you need to reduce your workload this video will help you get started. Learn how to identify your high-impact tasks as a teacher and discover which tasks you can ditch completely. You can learn more about the book at https://www.teacherspd.net/workless

What do cows have to do with teaching? That is a fantastic question. Learn how Seth Godin guru of marketing can help you increase your impact on your students. Grab the show notes at https://www.teacherspd.net/90

Lesleigh is one of the founders of Google Educator Group - Global. She has plenty of teaching experience and is with us today to talk all about the benefits of a global PLN for your classroom. Get the shownotes at www.teacherspd.net/91

Dan interviews Monica Burns to discuss how technology can be used to help create lifelong learners by fostering curiosity and inquiry with our students. Get the full show notes at https://www.teacherspd.net/92

In this interview, Jake explains how he created student-paced units and lessons to help his students take more control and ownership of their learning and become lifelong learners.

Want the free copy of my book head over to teacherspd.net/freewltm

Connect with Jake Miller at jakemiller.net

We often set goals as teachers and then stray from the path as the term gets busier. In this video, Dan explains how he uses a weekly schedule to help him keep on track to achieve his goals and prioritise what is most valuable.