d puts a rs the literature an ve co … rs he ac te for all trainee An essential read on the how.’ strong emphasis niversity ingham Trent U tt o N r, re u ct nior Le s from it.’ Sarah Davies, Se t a lot of good idea go d an , ok bo is th ‘I enjoyed student Chris Kilby, PGCE Warren Kidd & Gerry Czerniawski of Education, Warren Kidd is Senior Lecturer and Teaching Fellow at The Cass School and Teaching. University of East London, where he is the School’s Leader in Learning Humanities Gerry Czerniawski is Senior Lecturer in Secondary Social Science and London East of Education at The Cass School of Education, University Teaching For successful classroom teac hing, your stu learners In th dents need to is book, there be is practical ad of teaching in vice that is gro engaged and active today’s classr unded in the ooms on how produce high realities to be an insp ly motivated irational teac students This teaching ideas h b er and oo that are releva nt to both new k contains 220 positive, pra and experience ctical Contents cove d classroom te r: achers • teaching to ols to inspire and captivate • motivation for learning • engaging le arners • how to crea te a learning at mosphere • classroom management • cooperativ e le • learning ou arning tsid • moving lear e of the classroom ners around th e • assessmen t for motivatio room n and engagem • feedback an ent d praise • using emer ging technolog ies to engage • using hom ew • supporting ork learners in lear n • challengin g learners of al ing how to learn l abilities With reference to reflective p ractice, best p Development ractice, and C (CPD), this bo ontinuing Prof ok provides es new teachers essional sential suppo and experience rt for trainee d teachers look teachers, ing to extend their repertoir e 220 TEACHIN G IDEAS g n i h c Tea A Toolbox for Engaging and Motivating Learners Warren Kidd & Gerry Czerniawski A Resource for Educators Distributed in North America by: CorwinPress.com (800) 818-7243 Cover image © iStockphoto I Cover design by Wendy Scott kidd & czerniawski_teaching_final aw.indd 23/08/2011 11:10 00-Kidd-4225-Prelims.indd 01/07/2011 11:27:53 AM Education at SAGE SAGE is a leading international publisher of journals, books, and electronic media for academic, educational, and professional markets Our education publishing includes: u accessible and comprehensive texts for aspiring education professionals and practitioners looking to further their careers through continuing professional development u inspirational advice and guidance for the classroom u authoritative state of the art reference from the leading authors in the field Find out more at: www.sagepub.co.uk/education 00-Kidd-4225-Prelims.indd 01/07/2011 11:27:53 AM 00-Kidd-4225-Prelims.indd 01/07/2011 11:27:55 AM © Warren Kidd and Gerry Czerniawski, 2011 First published 2011 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers,or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency Enquiries concerning reproduction outside those terms should be sent to the publishers SAGE Publications Ltd Oliver’s Yard 55 City Road London ECIY ISP SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B 1/1 Mohan Cooperative Industrial Area Mathura Road New Delhi 110 044 SAGE Publications Asia-Pacific Pte Ltd 33 Pekin Street#02-0 Far East Square Singapore 048763 Library of Congress Control Number: 2011921690 British Library Cataloguing in Publication data A catalogue record for this book is available from the British Library ISBN 978-0-85702-384-1 ISBN 978-0-85702-385-8 (pbk) Typeset by C&M Digitals (P) Ltd, Chennai, India Printed by CPI Antony Rowe, Chippenham, Wiltshire Printed on paper from sustainable resources 00-Kidd-4225-Prelims.indd 01/07/2011 11:27:55 AM Dedication Warren dedicates this book to his son Freddie and partner Jane Gerry dedicates this book to Hedge 00-Kidd-4225-Prelims.indd 01/07/2011 11:27:55 AM 00-Kidd-4225-Prelims.indd 01/07/2011 11:27:55 AM contents Ideas: 220 practical teaching ideas to foster engagement and motivation in teenage learners x About the authors xv Acknowledgements xvi Figures xvii How to use this book xviii How to ‘sparkle’ in the classroom Managing entrances of learners to classrooms • Entering the classroom • First impressions • Exciting ways to start lessons • Plenaries and ends to lessons • That personal touch! • Using source materials for stimulating activities • Sparkling in the classroom First encounters 14 Assessment strategies for motivating learners 27 A room with a view • Give students ownership of their own learning environment • Establishing a purposeful atmosphere when taking over a new class • Back to basics • Establishing group dynamics Between two worlds • Ipsative assessment and SPACE • The Assessment Reform Group (2002) • SMART • Who are we trying to assess? 00-Kidd-4225-Prelims.indd 01/07/2011 11:27:55 AM viii Teaching Teenagers Teaching to engage 40 Building an effective climate 51 Strategies for cooperative and social learning 64 Engaging through e-learning 81 Moving learners around the room • Reducing the ratio of teacher talk to pupil talk • Avoid those sleepy corners! • Activity scaffolding Climate-building ideas • Aims and objectives • The role of ‘talk’ in the classroom • Thinking skills • Assessment and climate • Choice Experimenting with new seating arrangements • Factors to consider when using new seating arrangements • Creating the ‘wow’ factor • When the tables and chairs cannot be moved • Developing peer working practices and cooperative learning Using e-learning for the start and end of lessons • Using interactive whiteboards: the whole world in your hands? • Podcasting for learner engagement • Think about your podcast pedagogy • Take the time to ‘code’ your podcasts • E-learning for asynchronous support Classroom management and learner engagement 94 Start as you mean to go on • Settling learners in • Effective starters • Keeping learners on task • Effective communication techniques • Effective classroom management techniques Feedback and feedforward Possible data for record-keeping • Giving written feedback/ feedforward • Online testing • Including learners in the evaluation of their own work • Maximizing effectiveness in class • Minimize the amount of work to be marked 00-Kidd-4225-Prelims.indd 108 01/07/2011 11:27:55 AM contents ix 10 Homework? Strategies for learning outside of the classroom 122 11 Challenging learners of all abilities 136 12 Supporting learners in learning how to learn 148 13 Capturing and utilizing the learner voice 160 Homework for ‘digital natives’ • Digital safety • Speaking to parents • A warning about e-learning • Multiple intelligence and homework • Homework that maximizes the impact of your marking time • Tackling non-completion of homework You can differentiate by • Differentiation by using ‘Blooms taxonomy’ • Specialist support that is ‘good for all’ • A summary of differentiation strategies • Taking learners to the ‘next step’ Meta-cognition – towards a thinking classroom • Thinking and thinking skills • The ‘thinking literature’ • Making thinking fun! • Building a ‘thinking classroom’ • Reflecting upon learning The role of student evaluation in teaching and learning • Listening to learners? What is in it for us? • Listening to learners • Using audio to capture the learner voice • Students as researchers References 172 Index 175 00-Kidd-4225-Prelims.indd 01/07/2011 11:27:55 AM 164 Teaching Teenagers Reflection point This chapter – and indeed this book as a whole – looks at issues of motivation and engagement within individual classrooms But this is not the end of the story – and this is especially true for issues of learner voice How many of the ideas herein can be used across your wider institution? Are there ideas and strategies here that might work better as team solutions? It is true to say that the sum is greater than the individual parts If lots of different colleagues all captured learner voice in a variety of ways, and then used this data to compare and discuss, then across the institution learners would feel more motivated, more quickly Idea 13.3 Peer video Video older learners talking about the work your current learners are undertaking Elicit from the older students top tips and advice; ask them to make personal and individual comments about the subject matter and what they feel about it Show these recordings to younger groups as a means to stimulate their own discussions Get them to have an opinion about their learning, what they are learning, and about how they are best learning it Show that it is important to have a view about your learning, rather than see it as something that ‘happens to you’ Idea 13.4 Organize ‘induction’ talks At key points in your teaching – induction weeks, new terms, new topics and so on – invite into your class older learners to speak about the topic/ project/year ahead Show your learners it is important to think about what they are doing and to openly discuss expectations and desires Encourage them to tell you what they like and want to get out of topics/subjects/ curriculum areas 13-Kidd-4225-CH-13.indd 164 01/07/2011 4:19:16 PM Capturing and utilizing the learner voice 165 Idea 13.5 Use choice as a means to respond to learner feedback It is really vital that, after having asked learners what they think and need from you, that you respond – and are seen to respond You could plan teaching sessions where, in groups, learners have a choice over the activity they do, the way they complete a task, or the difficulty and challenge of the task they Show them that the choices on offer come directly from the things they have said to you that they like or need more help with, or find most effective Idea 13.6 Thumbs up and thumbs down You could make cards with a hand and ‘thumbs up’ picture on it Alternatively, learners could draw their own, or even photograph their own hands and print these onto cardboard or index cards At key points in the lesson, the teacher can ask students if they understand, or if they need more time or can complete the task in the original time offered At each of these points, learners can show a ‘thumbs up’ or ‘thumbs down’ sign as their ‘vote’, and can this relatively comfortably as part of a whole-class answer The teacher can then respond accordingly Listening to learners To make truly meaningful your capture of the learners’ voice – you need to listen to what they have to say This is an important point The purpose of the exercise is not to simply produce ‘data’ but to actually connect with learners – and get learners to connect with their own learning and to each other Idea 13.7 Personalize learning and personalize wall displays Ask learners to tell you, as a bite-sized written statement, what the subject they are studying ‘means to them’ Alternatively, you could ask them what the most interesting aspect of the subject/topic is, or what they like most about the lessons Type up (Continued) 13-Kidd-4225-CH-13.indd 165 01/07/2011 4:19:16 PM 166 Teaching Teenagers (Continued) these quotations and turn them into a poster with a head and shoulders picture of the learner (with suitable approval and permissions) These posters can be copied onto a range of different-coloured cards and laminated for future use They would make an excellent wall display in a classroom and an engaging display for parents’ evenings and open evenings They would be a fun and simple way to demonstrate what learners have to say and how they feel about their learning in your subject Idea 13.8 Spoken word – podcasting the learner There is something about the richness of the spoken word that really adds a layer of depth and authenticity to what learners have to say, if you can capture them talking Digital voice records that record near-perfect sound quality in industrystandard MP3 format are relatively cheap and easily accessible It would be a good idea to record learners talking about their lessons – how they are taught, what they find most interesting and what the greatest challenges are These sound files (with appropriate permissions and anonymities, if needed) could then be put on websites or into virtual learning environments (VLEs) for new learners to access and listen to – maybe within the first few weeks of a class Idea 13.9 Spoken word – FAQs Following on from Idea 13.8, you could encourage learners to record answers to all the frequently asked questions (FAQs) that are usually asked about your lessons/subjects These could then be posted on VLEs or as part of your institution’s library pages They could also be made into a ‘sound display’ for prospective parents and learners at welcome evenings and open-day/evening events Idea 13.10 Spoken word – record book reviews Using the digital voice recording technology highlighted in Ideas 13.8 and 13.9, you could ask learners to undertake book reviews/summaries and post these 13-Kidd-4225-CH-13.indd 166 01/07/2011 4:19:16 PM Capturing and utilizing the learner voice 167 onto the VLE or your library’s web pages These audio reviews could also be flagged-up on the library’s book stock – maybe with a little card on the shelves indicating where a student review is accessible for a given book Learners can then listen to the review/summary and make up their own minds Best practice – using audio to capture the learner voice When making audio recordings of learners – as we quite literally capture the learner ‘voice’ – it is helpful to consider the following: •• Purchase a digital voice recorder that records in MP3 format Once you own one of these you will find many educational uses for it (see Chapter for ideas on the use of e-learning to engage learners) •• Record in MP3 format so that the majority of your audience will be able to play back the file without any difficulty •• Find a quiet room, as background noise can ruin the best intended recordings •• Always talk learners through what will happen with the audio files afterwards – ensure that learners sign to give permission to release the file to you •• Leave a little pause between starting the recording and asking the learner to speak (‘cue’ them in with a gesture) This will help if you need to edit the file afterwards •• If you need to cut a little bit off the end of the recording, or turn a long recording into two separate, shorter pieces, you can use a variety of simple to use, and often free, software to edit your audio files (and that you have permission to edit) A popular software is Audacity (located at: http://audacity.source forge.net/) although you would need to seek permission from your IT and network support staff before downloading and using this •• Try and keep the length of recordings down: smaller files often make the point much ‘punchier’ •• You might wish to offer to give the learners a copy of the recording as a small ‘thank you’ for taking part Reflection point Are there ways you can use audio recordings of learners as the basis for a team or staff project? Can learner recordings be a useful stimulus/resource for CPD activities based upon evaluation of the teaching and learning provision? 13-Kidd-4225-CH-13.indd 167 01/07/2011 4:19:16 PM 168 Teaching Teenagers Idea 13.11 Tweet tweet This idea comes from the work of Martin Waller (2010), a primary practitioner in Stockton, UK In exploring literacies among his primary class, he adopted the social networking platform Twitter as a means to provide a vehicle/forum through which learners can share their learning with an outside audience This is integrated into the normal, everyday routines of the classroom A networked PC is set up with an open Twitter stream Learners are able to articulate in ‘Tweets’ what they are doing, what they think has value and what they feel they are learning The Twitter account is protected so that the member of staff manages who gets to see the Tweets and who might Tweet back In exploring their learning in this way, learners are able to both own the learning and feel it is of value to express an opinion on learning as a process in general Although this is an example from the primary sector in the UK, it is possible to see how this can be adopted by other practitioners in exciting ways The idea of having a learner Tweet adding a meta-conversational element to what goes on in the classroom as a ‘live’ and normal part of the lesson’s routine is really exciting, although such an idea needs some very careful planning and ‘rule-setting’ with those who use it to ensure it is successful and appropriate Further information about this project can be obtained on the website: http://www.changinghorizons.net/ Reflection point The use of e-learning tools and technologies is often considered to lead, if used successfully, to increased levels of engagement as they both offer a rich and interactive experience which learners can access outside of school/college and, depending on the resource, in their own time See Chapter for a fuller discussion of this Consider here how you might adopt technology to capture aspects of the teaching and learning process and learners’ evaluation and review of it Can you use email or send messages within a VLE as a means for learners to post ideas and suggestions to you? Can you set up a discussion forum once a term, within your VLE, where your classes post comments on their own learning and which aspects of the teaching most help them? 13-Kidd-4225-CH-13.indd 168 01/07/2011 4:19:16 PM Capturing and utilizing the learner voice 169 Idea 13.12 Identifying trouble hot spots As teachers we sometimes not recognize that some learners often feel threatened in various parts of the institution, for example, on staircases, in the toilets Get students in pairs to draw diagrams of the school/college/immediate local area and identify areas they feel ‘safe’ or ‘unsafe’ You can then feed these ideas back to your team/department/ management team in response to students’ concerns about particular trouble hot spots Best practice – students as researchers There is a movement within learner voice practices to use learners themselves as ‘researchers’ in their own educational and institutional settings (see Fielding and Bragg, 2003) Many practitioners – and wider, whole institutions – find this an extremely exciting and worthwhile aspect of the learner voice agenda They feel that the quality and depth of the learner engagement and involvement, the skills they develop and the quality of information produced are often outstanding If you are thinking of an approach such as this, consider the following: •• How will you recruit the learners? What skills they need to already have? What skills will participation in the activity build for them? •• How will you train these young people to be ‘researchers’? Can you explore links with local universities in order to this? Schools of social science and education might have specialist support and training on offer – it would certainly make an interesting basis for partnership and might add an extra motivational layer for the young people involved and their aspirations if they can have support from university teachers or older students •• What methods to capture data would the young researchers adopt? How will they record the data and write it up? •• What support will the institution give these young people to this work and where does the extra time (both staff and learners’) come from? 13-Kidd-4225-CH-13.indd 169 01/07/2011 4:19:16 PM 170 Teaching Teenagers Reflection point Could student research form the basis for internal/whole institutional reviews? Could a team of learners produce a report for staff, parents and governors on their findings? Could you publish it and encourage a wider, outside audience to come and hear about the project and the data that the young people produced? Questions for professional development What mechanisms work best for you and your learners? Are there any strategies that are so effective that you are incorporating them into your usual routine? Do you have the technological resources to post and upload video clips, audio files and host chats? Do you and your colleagues need further training in these aspects of e-learning? How can you show learners that their opinion matters? How can you demonstrate to them the impact and legacy of the things you ask and the things they say to you? After using learner voice strategies for some time, are you able to see changes in class ethos and atmosphere or your relationships with groups and specific learners? Are these worth forming the basis of professional conversations with colleagues? What you have to disseminate to them that is of value? What insights you now have to share? Checklist: building your toolbox •• Use both varied routine and strategies but also bed down simple mechanisms to capture learner voice all the way through your teaching •• Try to use digital technologies as a means to capture what students are saying •• Always listen to what they are saying and respond accordingly – not keep your response secret, show them how their voice matters and leads to change •• Be prepared to hear what you might not wish to! Otherwise the purpose is unauthentic and meaningless •• Capture audios, quotations, comments and use these for induction, open evenings and parents’ evenings 13-Kidd-4225-CH-13.indd 170 01/07/2011 4:19:16 PM Capturing and utilizing the learner voice 171 •• Personalize your teaching room and spaces with learner quotes and posters •• Build learners’ opinions and ideas about your subject into your teaching – use audio reviews, video presentations, and so on – as a means to encourage general further discussion between and within class groupings Chapter links The ideas in this chapter relate closely with those also explored in Chapters 4, 5, and 12 Further reading Fielding, M and Bragg, S (2003) Students as Researchers: Making a Difference Cambridge: Pearson An excellent overview of the practicalities and benefits of encouraging students to investigate their own educational institutions 13-Kidd-4225-CH-13.indd 171 01/07/2011 4:19:16 PM References Adey, P., Fairbrother, R and Wiliam, D., with Johnson, B and Jones, C (1999) Learning Styles and Strategies: A Review of Research London: Ofsted/Kings College, London School of Economics Anderson, L.W., Krathwohl, D (eds) (2001) A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives New York: Longman Aronson, E., Bridgeman, D.L and Geffner, R (1978) ‘Interdependent interactions and prosocial behavior’, Journal of Research and Development in Education, 12: 16–26 Assessment Reform Group (1999) Assessment for Learning: Beyond the Black Box Cambridge: University of Cambridge School of Education Assessment Reform Group (2002) Testing, Motivating and Learning Cambridge: University of Cambridge Bandler, R and Grinder, J (1981) Reframing: Neuro-Linguistic Programming and the Transformation of Meaning Colorado: Real People Press Bandura, A (2006) ‘Toward a psychology of human agency’, Perspectives on Psychological Science, 1(2): 164–80 Bennett, S., Maton, K and Kervin, L (2008) ‘The digital natives debate: a critical review of the evidence’, British Journal of Educational Technology, 39(5): 775–86 Black, P and Wiliam, D (1998) Inside the Black Box: Raising Standards through Classroom Assessment London: NferNelson Black, P., Harison, C., Lee, C., Marshall, B and Wiliam, D (2003) Assessment for Learning: Putting it into Practice Maidenhead: Open University Press Bloom, B.S (1956a) Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain New York: David McKay Bloom, B.S (1956b) Taxonomy of Educational Objectives: The Classification of Educational Goals New York: Susan Fauer Bonk, C and Graham, C (2005) The Handbook of Blended Learning Pfeiffer Wiley 14-Kidd-4225-References.indd 172 01/07/2011 11:31:37 AM References 173 Chi-Kin Lee, J., Hongbiao, Y and Zhang, Z (2009) ‘Exploring the influence of the classroom environment on students motivation and self-regulated learning in Hong Kong’ The Asia-Pacific Educational Researcher, 18(2): 219–32 De Bono, E (1985) Six Thinking Hats London: Penguin Department for Children, Schools and Families (DCSF) (2008) Safer Children in a Digital World The Report of the Byron Review Crown Copyright Nottingham: DCSF Publications Duncan, T.G and McKeachie, W.J (2005) ‘The making of the motivated strategies for learning questionnaire’, Educational Psychologist, 40(2): 117–28 Epstein, J.L (1988) ‘Homework practices, achievements and behaviors of elementary school students’, Personality and Social Psychology Bulletin, 21: 215–25 Fielding, M (2004) ‘Transformative approaches to student voice: theoretical underpinnings, recalcitrant realities’, British Educational Research Journal, 30(2): 295–311 Fielding, M and Bragg, S (2003) Students as Researchers: Making a Difference Cambridge: Pearson Fishbein, M and Ajzen, I (1975) Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research Reading, MA: Addison-Wesley Galton, M., Steward, S., Hargreaves, L., Page, C and Pell, A (2009) Motivating your Secondary Class London: Sage Gardner, H (1993) Frames of Mind: The Theory of Multiple Intelligences New York: Basic Books General Teaching Council (GTC) (2008) ‘Research for teachers: strategies for supporting dyslexic pupils’ available from: www.gtce.org.uk Gilbert, I (2002) Essential Motivation in the Classroom London: Routledge/Falmer Hallam, S (2000) Homework: The Evidence London: Institute of Education, University of London Hanrahan, M (1998) ‘The effect of learning environment factors on students’ motivation and learning’, International Journal of Science Education, 20(6): 737–53 Harlen, W and Deakin Crick, R (2002) ‘A systematic review of the impact of summative assessment and tests on pupils’ motivation for learning (EPPI-Centre Review)’, in Research Evidence in Education Library, issue London: EPPI-Centre, Social Science Research Unit, Institute of Education Hay McBer (2000) Research into Teacher Effectiveness: A Model of Teacher Effectiveness, report by Hay McBer to the Department for Education and Employment, June London: DfEE Joint Information Systems Committee (JISC) (2007) In Their Own Words: Exploring the Learners’ Perspective on E-Learning London: JISC Kidd, W and Czerniawski, G (2010) Successful Teaching 14–19: Theory, Practice and Reflection London: Sage Marland, M (1993) The Craft of the Classroom London: Heinemann Maslow, A (1987) Motivation and Personality New York: Harper and Row McGregor, D (2007) Developing Thinking, Developing Learning: A Guide to Thinking Skills in Education Maidenhead: Open University Press McGuiness, C (1999) From Thinking Skills to Thinking Classrooms London: DfEE Prensky, M (2001) ‘Digital natives, digital immigrants’, On the Horizon, 9(5) MCB University Press 14-Kidd-4225-References.indd 173 01/07/2011 11:31:37 AM 174 Teaching Teenagers Muijs, D and Reynolds, D (2010) Effective Teaching: Evidence and Practice, 3rd edn London: Sage Piaget, J (1950) The Psychology of Intelligence New York: Routledge Reiss, S (2000) Who Am I: The 16 Basic Desires that Motivate Our Actions and Define Our Personalities New York: Tarcher/Putnam Richardson, W (2010) Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms, 3rd edn Thousand Oaks, CA: Corwin Rogers, B (1998) You Know the Fair Rule: Strategies for Making the Hard Job of Discipline and Behavior Management in School Easier, 2nd edn London: Prentice Hall Rogers, B (2011) Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support, 3rd edn London: Sage Rosenberg, M (2001) E-Learning: Strategies for Delivering Knowledge in the Digital Age New York: McGraw-Hill Rudduck, J (2005) Pupil Voice is Here to Stay London: QCA http://www.service schoolsmobilitytoolkit.com/resourcedownloads/staffroom/bpv_theneedtoinvolve pupilvoice.pdf; http://www.ttrb.ac.uk/ViewArticle.aspx?contentId=13008 Rudduck, J and Flutter, J (2000) ‘Pupil participation and the pupil perspective: carving a new order of experience’, Cambridge 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(2007) Improving Learning Through Consulting Pupils Teaching and Learning Research Programme (TLRP) Consulting Pupils Project Team London: Routledge Salmon, G., Edirisingha, P., Mobbs, M., Mobbs, R and Dennett, C (2008) How to Create Podcasts for Education Maidenhead: Open University Press/McGraw Hill Savill-Smith, C., Attewell, J and Stead, G (2006) Mobile Learning in Practice: Piloting a Mobile Learning Teachers’ Toolkit in Further Education Colleges https://crm isnlearning.org.uk/user/login.aspx?code=062526&P=062526PD&action=pdfdl& src=XOWEB Soloman, Y., Warin, J and Lewis, C (2002) Helping with homework? Homework as a site of tension for parents and teenagers, British Educational Research Journal, 28(4): 603–22 Stephenson, J (ed.) (2001) Teaching and Learning Online: Pedagogies for New Technologies London: Kogan Page Stern, J (2009) Getting the Buggers to their Homework, 2nd edn London: Continuum Waller, M (2010) ‘“It’s very very fun and ecsiting” – using Twitter in the primary classroom’, English Four to Eleven, Summer(39): 14–16 Walker, J.M.T and Hoover-Dempsey, K.V (2001) Age-related patterns in student invitations to parental involvement in homework Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA Wenger, R (1998) Communities of Practice: Learning, Meaning and Identity Cambridge: Cambridge University Press Wertsch, J.V (1997) Vygotsky and the Formation of the Mind Cambridge, MA: Harvard University Press YPeer (2005) The Youth Peer Education Tool Kit – The Training of Trainers’ Manual New York: The Youth Peer Education and Training Network 14-Kidd-4225-References.indd 174 01/07/2011 11:31:38 AM References 175 Index Added to a page number ‘f ’ denotes a figure A academic performance records 111 action research 142 active citizenship 161 active learning 42, 47, 65, 66 activity checklists 13 aims and objectives 54–5, 63, 101 air circulation 9, 25 assessment 27–39 classroom climate 59–62 models 29 philosophy 119 of prior learning 100 strategy evaluation 36–7 tools 34–5 see also ‘medal and mission’ approach Assessment for Learning (AfL) 109 Assessment Reform Group 28, 31, 52, 137, 161 asynchronous support 90–2 attitudes 151 audio recordings 13, 83, 167 B behaviour management 20, 96 blended learning 82 Bloom’s taxonomy 138–40 body language 4, 105 15-Kidd-4225-Index.indd 175 book reviews 166–7 brainstorming 33, 37 Byron Review (2008) 91, 124 C categorization 153 challenging learners 26, 137, 145–6 Children Act (2004) 123 choice 61, 62, 144, 153, 165 circle seating arrangement 69 circuit training’ classroom set-up 43, 140 classroom climate 51–63, 95f assessment 59–62 classroom disruptions 94–5 ideas for building 53–5 role of talk 55–6 thinking skills 57–9 classroom discussion 64–5, 66, 79 classroom displays 63, 80, 165–6 classroom environments 14–26 dynamic 16, 22 group dynamics 22–5 motivation 15–16, 50 movement 41, 42–3 observation of other 25 ownership of 19 primary 16, 17 purposeful atmospheres 19–22 classroom management effective techniques 106 establishing rules and climate 97–100 keeping learners on task 103–5 learner engagement 94–107 seating arrangements 66–75 settling learners 100–3 classrooms communication in see communication first impressions 4, 16–17, 19–20 managing entrances to 2–5 teacher mobility 13, 21, 22, 30, 66, 104 coding marking 112, 113, 114 podcasts 88 cognitive challenge 146 cognitive domain 138, 139, 140 collaborative learning 52 comfort zones 11 communication classroom climate 55–6 effective techniques 103–4 fostering 77 with learners 97–8, 99 with parents 115–16, 121 teacher-pupil talk ratio, reducing 44–9 01/07/2011 11:31:48 AM 176 Teaching Teenagers communication cont see also body language; classroom discussion; discussion groups; podcasting communities of practice 34, 39 competition concept mapping 33, 157 concept reinforcement 80 consistency 20–1 constructivism 65 content, study materials 141 content analysis 130 cooperation, fostering 24 cooperative and social learning 64–80 creative writing 131 creativity, igniting 1–2 criterion referenced assessment 29 cueing 105 D data, record-keeping 109–12 De Bono, Edward 150, 155, 156 decision-making, learner involvement 162 deeper learning 138, 147 demotivation 32, 120, 137 diagnostic assessment 28 dialogue marking 113 diamond seating arrangement 67–8 differentiation 42, 46, 82, 136, 137, 138–46, 147 digital divide 82 digital learners 82 digital natives 82, 124 digital (e-)safety 91, 92, 124 discussion (classroom) 64–5, 66, 79 discussion groups (online) 91 disengagement 111 displays 63, 80, 165–6 disruption/disruptors 94–5, 104 domains of learning 138–40 ‘dumbing down’ argument 148–9 dyslexia 141 E e-bullying 91 e-learning 81–93 asynchronous support 90–2 homework 124–7 15-Kidd-4225-Index.indd 176 e-learning cont podcasting 85–90, 126, 166 for starting and ending lessons 83–5 tools and technologies 168 e-safety (digital) 91, 92, 124 effort 137–8 emergent technologies 81 empathy 35, 128 end of lessons plenaries and 7–8 routine 163 use of e-learning 83–5 energizers 76–7 engagement see learner engagement English as an additional language (EAL) 114–15, 118 enhanced learning 81 entrance music 102 entrances to classrooms, managing 2–5 equipment, familiarity with essay assessments 117 ethics of care 112 ethos 94, 95f examinations seating arrangement 75 see also revision examiners, becoming 12 expectations 3, 5, 49, 98, 129 extension activities 142 extrinsic motivation F facilitators, teachers as 65 feedback giving written 112–16 ‘medal and mission’ 59–60 and motivation 28, 52 podcasting 87 record-keeping 109–12 SMART 33–4 on teaching strategies 134 see also group feedback; learner feedback feedforward 28, 108–9, 112–16 first impressions 4, 16–17, 19–20 flash cards 56, 132 flip charts 80 flow 103 flow charts 151–2 folder checks 19 food 25 formative assessment 28, 59–60, 87, 93, 108 frequently asked questions (FAQs) 166 fun activities 25, 26 G Glogster.com 125 grading 114, 120 greeting students 22, 56, 97 group differentiation 145 group dynamics 22–5, 65, 69–70 group feedback 84 group identity 42 group performance charts group work active learning strategies 47 classroom discussion 65 role allocation 44, 143 seating arrangements 68–70 teacher mobility 104 grouping/regrouping 42 H handouts 13 Hay McBer report 53 hierarchy of needs (Maslow’s) high stakes testing 120 home groups 42 homework 122–35 diaries, monitoring 135 for digital natives 124–7 league tables 135 multiple intelligences 128–31 podcasts 86, 89 purposes 123 SMS and text messaging 92 speaking to parents about 121, 127 tackling non-completion 121, 133–4 to maximise impact of marking time 131–3 using to settle learners 101 honesty box 62, 99 horseshoe seating arrangement 67 hydration 26 I icebreakers 76 imagination, igniting 1–2 In Their Own Words: Exploring the Learners’ Perspective on E-Learning (JISC) 82 induction messages 86 01/07/2011 11:31:48 AM index 177 induction talks 164 information sharing 112 initial assessment 28 Inside the Black Box 28, 59 instructions, recording 89 interactive whiteboards 83, 84, 85, 93 interests, remembering intrinsic motivation 2, 41 ipsative assessment 28, 29, 38, 61, 62, 116 see also self-assessment J Joint Information Systems Committee (JISC) 82 journals, professional 12 justice 26 K knowledge construction 65–6 L ladder of escalation 20 ‘laddered’ challenge 26 lateral thinking 145–6 learner engagement classroom management 94–107 e-learning 81–93, 168 ideas for 53–62 motivation 52 teaching for 40–50 learner failure 138 learner feedback 165 learner scribes 84 learner voice 120, 142, 160–71 learner-teacher relationships 22, 94 learners communicating with 97–8, 99 involvement in decisionmaking 162 keeping on task 103–5 listening to 162–3, 165–7 managing entrances to classrooms 2–5 moving and regrouping 42–3 rapport with 50 self-evaluation 116–19 settling 100–3 stretching and challenging 26, 137, 145–6 see also digital learners; students 15-Kidd-4225-Index.indd 177 learning Bloom’s taxonomy 138–40 cooperative and social 64–80 effective 26 learner control of 138 modelling 18 reflection on 153, 158 student evaluation 162–5 successful 2, 52 see also active learning; e-learning learning atmosphere see classroom climate learning conversations 151 learning environments see classroom environments; virtual learning environments learning journeys 52, 137 learning strategies 154 learning styles 41 lessons timing/pace/flow 13, 44, 103 see also end of lessons; start of lessons lighting list-making 57–8 listening 162–3, 165–7 locus of control 144 low achievers 138 M m-learning 82–3 mark schemes 39, 79 marking 112–16 homework to maximise impact of 131–3 minimising 119 Maslow’s hierarchy of needs ‘medal and mission’ approach 28, 59–60, 115 memory-based activities 35–6, 57 meta-cognition 60, 137, 149, 150–4 micro-blogging 92, 126 minimum target grades 120 mobile phones 92, 128 model answers 39, 79, 118 model-making 129 modelling, learning/study practices 18 motivation assessment strategies for 27–39 classroom environment 15–16, 50 classroom management 96 motivation cont definitions expectations and 129 feedback and 28, 52 increasing 26, 115 for learning 137, 150, 161 mobile learning 82–3 and physical activity 41 successful movement in the classroom environment 41, 42–3 see also teacher mobility movie-making programmes 90–1, 125 multiple choice tests 132 multiple intelligences 41, 128–31 music 26, 80, 102, 131 mutual respect 20, 26 N names, using needs, Maslow’s hierarchy of negotiation 144 neurolinguistic programming 41 non-verbal gestures 105 norm referenced assessment 29 nutrition 26 O observation by trainee teachers 49 of other teachers 25, 102 Office for Standards in Education (Ofsted) 137 ‘on task’ 103–5 online communities 83 online discussion groups 91 online testing 115 orchestrators, teachers as 23–4 ownership, of learning environment 19 P pace 13, 44, 103 paired seating 70 parents, communicating with 115–16, 121, 127 pedagogy, podcasting 88 peer assessment 30, 52, 61, 62, 63, 120 peer review 117 peer working practices 76–9 personalization 136–7, 144, 147, 165–6 01/07/2011 11:31:48 AM 178 Teaching Teenagers photography 128 photomontage 130 physical activity 41 planning 63 plenaries 7–8, 61, 84 podcast stations 89 podcasting 85–90, 126, 166 podcasts 83, 85, 93 portfolio checks 19 posters, making 125 praise 26, 63, 116, 163 predicted grades 120 prior learning 83, 100 pro forma assessment sheets 121 publishing packages 128 Pupil Voice is Here to Stay! 162–3 purposeful atmospheres, establishing 19–22 Q questioning 30–1, 146 R ranking 153 rapport 50 reasoned action 76 record-keeping 109–12, 134 reflection on learning 153, 158 reflection points relationships, teacher-learner 22, 94 relevance of learning 50 researchers, students as 169 resources for brightening classrooms 80 for stimulating activities 10–12 respect 20, 26 revision 133 periods 78 podcasts 87, 89 strategies 78 reward systems rewards 60, 62, 163 riffing 59 risk-taking 137 role allocation 44, 143 rules, setting 98–9 S scaffolding 32, 48–9, 103 seating arrangements 66–75 self-assessment 30, 32, 52, 61, 63, 116–19 see also ipsative assessment self-belief, instilling 100 15-Kidd-4225-Index.indd 178 self-efficacy 137 self-esteem 137 sequencing 154 silence 48 six thinking hats 145, 155–7 SMART 33–4, 47, 114 smartboards 80 SMS 92 social learning theory 76 social software 83 Socratic questioning 30, 146 source materials, stimulating activities 10–12 SPACE 29 special educational needs (SEN) 114–15 specialist support, dyslexia 141 start of lessons collaborative observational practice 102 ideas for exciting 5–7 techniques and strategies 102 using e-learning 83–5 starter activities 5–7, 63, 80, 120 stimulating activities 10–12 stress 26 stretching see challenging learners student evaluation 49, 162–5 student-centred teaching and learning 52 students greeting 22, 56, 97 as researchers 169 see also learners study materials 141 subject knowledge 134 summative assessment 28 support 26, 90–2, 105, 141, 143, 144 synchronous e-learning 90 T talk see communication task differentiation 46 teacher mobility 13, 21, 22, 30, 66, 104 teacher workload 120 teacher-pupil talk ratio, reducing 44–9 teachers desks 71 as facilitators 65 observation of other 25, 102 as orchestrators 23–4 outstanding 137 teaching effective 53 for learner engagement 40–50 student evaluation 49, 162–5 successful 52 trainee observation 49 teaching assistants 113 teaching associations 12 temperature 25 Testing, Motivation and Learning 137, 150 text boxes 84 text messaging 92 thinking defining 149 difficulty of 150 literature on 155 see also metacognition thinking classroom 149, 150–4, 158 thinking skills 57–9, 139, 154–8 thinking time 58–9 thumbnails 84–5 time management 131 ‘traffic light’ approach 32, 120 ‘traffic-directing’ strategy 30 training, subject-based 12 trouble hot spots 169 trust 22 Twitter 92, 168 U understanding, checking 37 V ventilation 9, 25 video recording 164 virtual learning environments (VLEs) 83, 87, 91, 93 visual, auditory and kinaesthetic (VAK) learning styles 41 voice (teacher) 13, 22 see also learner voice W ‘well done’ messages 163 well-being, recording 111 whole-class discussion 79 word clouds 153 ‘wow’ factor 17, 66, 73–4 writing, creative 131 written feedback 112–16 Y Yammer 126 01/07/2011 11:31:48 AM ... challenging all learners across the skills/ability spectrum; classroom ethos and management; enabling learners to understand their own learning; teaching in an exciting, stimulating and engaging. .. teachers with the difficult and essential task of motivating and supporting learners; •• A sense of a handbook to be used to navigate the reader’s way through practical teaching ideas; •• A trouble-shooting... classroom in a friendly and enthusiastic way regardless of what may/may not have happened in class Idea 1.4 Mini-whiteboard magic! Make in advance a class set of mini-whiteboards (laminate A4