Time-Saving Pedagogy: 12 practical ideas, by @Powley_R

Re-Blog via Ruth Powley

Time – the Holy Grail of the teacher. There was never enough of it, and now there’s arguably even less. This article was inspired by a conversation with a great colleague over half term about how to teach effectively efficiently. Here are 12-time saving pedagogies:

1.  Retrieval Starters:
Time to prepare: 0 minutes

Barak Rosenshine, Principles of Instruction: Research-Based Strategies That All Teachers Should Knowargues that “the most effective teachers… understood the importance of practice, and they began their lessons with a five-to-eight minute review of previously covered material.”

Use your starter to ask students:

  •  To retrieve key knowledge from last lesson
  • To retrieve key knowledge from last week
  • To retrieve key knowledge from last term
  • To retrieve key knowledge from last lesson and connect it to knowledge from last term

Thanks to Andy Tharby @Reflecting English for this idea.

2. More Teacher Talk
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According to Rosenshine, “The more successful teachers did not overwhelm their students by presenting too much new material at once…  the more effective teachers spent more time presenting new material and guiding student practice than did the less effective teachers. In a study of mathematics instruction, for instance, the most effective mathematics teachers spent about 23 minutes of a 40-minute period in lecture, demonstration, questioning, and working examples. In contrast, the least effective teachers spent only 11 minutes presenting new material. The more effective teachers used this extra time to provide additional explanations, give many examples, check for student understanding, and provide sufficient instruction so that the students could learn to work independently without difficulty.”

Similarly, research on Chinese primary Maths classrooms here found that interactive teaching, based on teacher instruction and questioning, was used 72% of the time, compared to 24% of the time in England, with individual or group work in China being used only 28% of the time, compared to 47% of the time in England.

Finally, don’t waste time marking substandard work.  Hattie and Timperley remind us that, “With inefficient learners it is better for a teacher to provide elaborations through instruction than to provide feedback on poorly understood concepts.” 

3. ABC Questioning
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Rosenshine states that, “Students need to practice new material… The most successful teachers in these studies spent more than half of the class time lecturing, demonstrating, and asking questions.  Questions allow a teacher to determine how well the material has been learned and whether there is a need for additional instruction. The most effective teachers also ask students to explain the process they used to answer the question, to explain how the answer was found. Less successful teachers ask fewer questions and almost no process questions.”

Alex Quigley has some great strategies here for questioning including the ABC Feedback model.  This could be expanded into:

CEDDDARS (I’m sure someone can think of a better acronym)

4. Say it again properly
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Tom Sherrington @headguruteacher suggests, “every time students give a verbal answer and before they are asked to write anything, ask them to re-form their initial responses into well-constructed sentences using the key words and phrases you’ve discussed.  Do it relentlessly, every time.
What does the graph tell us?
•    First attempt:  It goes up.
•   Second attempt:  The speed on impact increases as the mass of the trolley increases.” 

 5. Challenge language

Time to prepare: 0 minutes

Use your vocabulary to develop a growth mind-set:

  • Insist on the word ‘yet’
  • Use ‘what do you think?’ to deflect questions back to the student

There are some lovely re-phrasing ideas @Class Teaching.

6. Struggle Plenary
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Rather than spending time at the end of the lesson trying to assess what students have learned, ask them what they have struggled with that lesson? What was hard?  Why was it hard?  Then use this to plan your next lesson.  Not only will this make your next lesson more focused, but it also fosters the attitude that ‘struggle is good’.

Thanks to @Class Teaching for this idea.

Article concludes on next page…

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The Editorial Account of UKEdChat, managed by editor-in-chief Colin Hill, with support from Martin Burrett from the UKEd Magazine. Pedagogy, Resources, Community.

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