WHAT REALLY
WORKS
Aylesbury
Durham
Aylesbury
Durham
“If you have never been to Durham, go there at once. Take my car. It's wonderful.”
Bill Bryson
8
As we all know, teaching is a
piece of cake
Why is teaching so easy?
As we all know, teaching is a
piece of cake
4C+2C
Content Cognitive
Cultural Communication
4C+2C
Collaboration Cooperation
4C+2C
Comunicación
lingüística.
Competencia
digital.
Aprender a aprender.
Competencias
sociales y
cívicas.
Sentido de
iniciativa...
+ Integrating ICT!
+ Integrating ICT!
+ Integrating ICT!
As we all know, teaching is a
piece of cake
No!
23
Imagen Alexis Anderson US
Let’s
focus
What
has the
biggest
impact on
learning?
What
has the
biggest
impact on
learning?
(based on research )
Do you
know
him?
John
Hattie
Meta
investigation
800 studies
80.000.000
students
Choose the top three
factors that have the
greatest impact on
learning from the
following list
(work in pairs)
Peer tutoring
(students
teach and assess each other)
Student
motivation
Student’s
cognitive ability
Student’s
cognitive ab...
What was your top 3?
Why?
influence effect size
1. Feedback 1.13
2. Student cognitive ability 1.04
3. Quality of teaching 1.00
4. Time on task .82
5...
Feedback!
What is it?
Listen
to them!
CEIP San Sebastian, 5th grade
Time
on
task
Time management. Self
regulation of time.
Prioritising. Use timers!
Challenge
of goals
SCAFFOLDING!
Pygmalion
effect
Challenge
of goals
Why tasks
or
projects?
41Presentation Title Arial Bold 7 pt
Why tasks
or
projects? Training
Vs
Playing the game
42Presentation Title Arial Bold 7 pt
Training
43Presentation Title Arial Bold 7 pt
Play
the
game
46Presentation Title Arial Bold 7 pt
Why tasks
or
projects?
RemediationMotivation
Peer
tutoring
HOMO ESCEPTICUS
YEAH, RIGHT,
BUT HOW?
YES, WE CAN!
MY TALKING BOOK
Pre-Primary. Marta Cervera
MY TALKING BOOK
MY TALKING BOOK
MY TALKING BOOK
http://goo.gl/ovLFG
Clear educational Objective
Clear educational Objective
Design a learning experience
Clear educational Objective
Design a learning experience
Choose the
appropiate gadget
LET’S TRY IT WITH…
Messages for students
Morfo
Ipads/iphones…
Let them be viewers…
And actors, directors,
screenwriters…
•1º ESO non-bilingual but bright
class
•Prepare promotional video for the
school. Parental authorisation
•Unit of work on ...
BE
AWARE
OF NEW
TRENDS
Mail: michael.brand@pearson.com
Blog: http://eltlearningjourneys.com/
www.English.com/gse
Any doubts?
Contact me!
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain
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What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain

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What really works, by Michael Brand & Marta Cervera at Pearson Event for English Teachers, Valencia & Madrid, Spain.

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  • 3rd oldest uni. What are the two oldest?
  • Long holidays.
    Only 30 kids in the classroom.
    All you have to do is make them read, write, speak and listen in a language they don’t know
  • Long holidays.
    Only 30 kids in the classroom.
    All you have to do is make them read, write, speak and listen in a language they don’t know
  • We’ve got to teach them language. But also the 4Cs of CLIL. We need to teach them content as well, as language alone doesn’t do this. We need to develop their brians, cognitavely challenging tasks
  • It’s a globalised world so we need to teach them cultural understanding and also of course how to communicate
  • We’re also asked to include collaborative and cooperative activities in our classroom.
    As we know, this is easy, because adults cooperate perfectly and because all of our children have exactly the same level, which makes group work a piece of cake.
  • There’s also this LOMCE thing! We’re not only evaluating language, we need to evaluate all these different competences, meaning we have to evaluate in a more qualitative way!
  • We’ve been told we need to integrate ICT. This is easy because schools have full connectivity, all our students have ipads, laptops…
  • And when we do integrate ICT, we have the simple matter of choosing a tool! There are only one or two to choose from.
  • Phew
  • Long holidays.
    Only 30 kids in the classroom.
    All you have to do is make them read, write, speak and listen in a language they don’t know
  • We’re being told to do so many different things that we feel like
  • Is that the case?
  • We’re often talking about teaching, but we’re not talking about learning.

    Ofsted in England. Back to the teacher.
  • Have you ever asked yourself this? Who am I to tell you, or who is anyone else to tell you, what Works?
    So we’re not looking at “what has the biggest impact on learning?” according to Michael Brand.
    We’re looking at:
  • Football player, is on the tv on Gran Hermano or Salvame? Is a Singer?
  • He’s come to some conclusions on what Works in education. But not based on his opinions. Based on a meta study.
  • Not going to talk about 2 can’t do anything
    Not going to talk about 3. Probably good teachers if you’re taking the time to do extra profesional development outside work hours
    5 like an intensive course. You can’t just add five hours more teaching per week: school decisión.
  • What is feedback? Ask them.
    About how they learn, not how we teach
  • Listen to them. At the end of this unit, they might have to do a piece of portfolio writing, they have to make visible what they’re learning. Explain where they are.
  • Islands interactive world. Online game to practice vocabulary.

    Project with a school. We need to know how you learn in the game, what helps you, what you find difficult.

    Asked the students questions. Two days to think. Went back in two days to ask them and video them
  • Effective people – applies to adults, not only children.
  • We do need to set lofty goals. Pygmalion effect. But it’s not set lofty goals and then: “You’re on your own!”
  • Goal is to be able to describe a pet. For this we need grammar and vocabulary. Structures. Practice
    Vocab bit by bit
    Already know the names of pets. Done in a previous level. Go back to what they know.
  • Why would you set your student a big goal? A big task?
  • An analogy.
  • Jumping running. This is the practice in the class. The vocabulary and gramar practice.
  • But you don’t just train to train. You train to play the game. It’s the game which makes the training worthwhile.

    Anyone like sport and train

    Any actors in here? Rehearse to perform.
  • It’s the game when you’re on your own!
  • 3 of the main factors
  • Objective. Feel confident, feel sure, tell the world what they know. Problems. Can’t do it. Another idea
  • Creative solution
  • Record them. Easier now
  • By this I mean motivation, remediation (making them repeat)
  • Technology should amplify a good methodology but can’t hide a bad methodology
  • Can share the video or download it: the latter option would be good to make a class video, joining all student videos together.

    After: tried to create an emotial experience, making references to Almeria, to the student’s context.
  • Showed the tool to my wife and she thought of a different use. She’s teaching division in the third year of Primary at school. Thought she could create a virtual Bea to present the problem. Only 15 seconds, let’s watch.

    Personalised, showing family
  • What really works, by Michael Brand & Marta Cervera - Valencia & Madrid, Spain

    1. 1. WHAT REALLY WORKS
    2. 2. Aylesbury Durham
    3. 3. Aylesbury
    4. 4. Durham “If you have never been to Durham, go there at once. Take my car. It's wonderful.” Bill Bryson
    5. 5. 8
    6. 6. As we all know, teaching is a piece of cake
    7. 7. Why is teaching so easy?
    8. 8. As we all know, teaching is a piece of cake
    9. 9. 4C+2C Content Cognitive
    10. 10. Cultural Communication 4C+2C
    11. 11. Collaboration Cooperation 4C+2C
    12. 12. Comunicación lingüística. Competencia digital. Aprender a aprender. Competencias sociales y cívicas. Sentido de iniciativa y espíritu emprendedor. Conciencia y expresiones culturales. Competencia matemática y competencias básicas en ciencia y tecnología.
    13. 13. + Integrating ICT!
    14. 14. + Integrating ICT!
    15. 15. + Integrating ICT!
    16. 16. As we all know, teaching is a piece of cake No!
    17. 17. 23 Imagen Alexis Anderson US Let’s focus
    18. 18. What has the biggest impact on learning?
    19. 19. What has the biggest impact on learning? (based on research )
    20. 20. Do you know him?
    21. 21. John Hattie Meta investigation 800 studies 80.000.000 students
    22. 22. Choose the top three factors that have the greatest impact on learning from the following list (work in pairs)
    23. 23. Peer tutoring (students teach and assess each other) Student motivation Student’s cognitive ability Student’s cognitive ability Mastery learning (require extra work on a topic until pass test and progress to next) Time on task Testing (to identify corrective work) Remediation (diagnosing what learner finds difficult and getting them to fix it) Quality of teaching Class environment Challenge of goals (challenging but achievable) Simulation and games Individualisation (students work on individualised programmes) Feedback (reinforcement, corrective) Acceleration (intense, short courses) Homework
    24. 24. What was your top 3? Why?
    25. 25. influence effect size 1. Feedback 1.13 2. Student cognitive ability 1.04 3. Quality of teaching 1.00 4. Time on task .82 5. Acceleration .72 6. Remediation .65 7. Student motivation .61 8. Class environment .56 9. Challenge of goals .52 10. Peer tutoring .50 11. Mastery learning .50 12. Homework .43 13. Teacher style .42 14. Questioning (why?) .41 15. Peer effects .38 16. Advance organisers .37 17. Simulation and games .34 18. Computer-assisted instruction .31 19. Testing .30 20. Instructional media .30 21. Affective attributes of students .24 22. Physical attributes of students .21 23. Programmed instruction .18 24. Audio-visual aids .16 25. Individualisation .14 26. Finances/money .12 27. Behavioural objectives .12 28. Team teaching .06 29. Physical attributes (e.g. class size) -.05 Hattie, John (http://www.education.auckland.ac.nz/webdav/site/education/shar ed/hattie/docs/cv-john-hattie.pdf)
    26. 26. Feedback! What is it?
    27. 27. Listen to them!
    28. 28. CEIP San Sebastian, 5th grade
    29. 29. Time on task Time management. Self regulation of time. Prioritising. Use timers!
    30. 30. Challenge of goals SCAFFOLDING! Pygmalion effect
    31. 31. Challenge of goals Why tasks or projects?
    32. 32. 41Presentation Title Arial Bold 7 pt Why tasks or projects? Training Vs Playing the game
    33. 33. 42Presentation Title Arial Bold 7 pt Training
    34. 34. 43Presentation Title Arial Bold 7 pt Play the game
    35. 35. 46Presentation Title Arial Bold 7 pt Why tasks or projects? RemediationMotivation Peer tutoring
    36. 36. HOMO ESCEPTICUS YEAH, RIGHT, BUT HOW?
    37. 37. YES, WE CAN!
    38. 38. MY TALKING BOOK Pre-Primary. Marta Cervera
    39. 39. MY TALKING BOOK
    40. 40. MY TALKING BOOK
    41. 41. MY TALKING BOOK http://goo.gl/ovLFG
    42. 42. Clear educational Objective
    43. 43. Clear educational Objective Design a learning experience
    44. 44. Clear educational Objective Design a learning experience Choose the appropiate gadget
    45. 45. LET’S TRY IT WITH…
    46. 46. Messages for students
    47. 47. Morfo Ipads/iphones…
    48. 48. Let them be viewers…
    49. 49. And actors, directors, screenwriters…
    50. 50. •1º ESO non-bilingual but bright class •Prepare promotional video for the school. Parental authorisation •Unit of work on their school. Piece of writing describing school. •Pupils prepare the script, check and correct each other •Pupils rehearse, then are filmed Case Study: Promotional video
    51. 51. BE AWARE OF NEW TRENDS
    52. 52. Mail: michael.brand@pearson.com Blog: http://eltlearningjourneys.com/ www.English.com/gse Any doubts? Contact me!

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