Effective Teaching

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