Summary
In this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain explore effective teaching practices in secondary education, focusing on engagement strategies; the importance of chess for listening and thinking; and the application of self-determination theory. They discuss the significance of structured lesson plans, guided note-taking, and fostering student participation. The conversation emphasises the need for flexibility in lesson structure and the value of collaborative planning in enhancing student learning. In this conversation, Nathaniel and Rebecca discuss various teaching strategies, focusing on the importance of checks for listening (CFLs), checks for understanding (CFUs), and checks for thinking (CFTs) and how they enhance lesson quality.
They explore the application of knowledge in real-world contexts, the significance of critical thinking, and the link between instruction and student engagement. The hosts also address the importance of creating a safe environment for student participation and the dynamics of teacher presence in the classroom. The conversation concludes with insights on effective pair shares and the rationale behind cold calling students to foster engagement and learning.
Mentioned resources and explainers
AERO (Australian Education Research Organisation)
The Australian Education Research Organisation supports schools and teachers by providing evidence-based resources, video libraries, and research to improve teaching practice. Melissa’s lesson comes from their publicly available classroom video collection.
Explicit Direct Instruction (EDI) EDI, developed by John Hollingsworth and Silvia Ybarra, is a structured, teacher-led instructional model. It includes clear learning intentions, worked examples, guided practice, and frequent checks for understanding. Rebecca and Nathaniel highlight how Melissa’s lesson uses EDI principles like modelling, providing a rationale, scaffolding, and high student response rates.
TAPPLE Framework A core routine within EDI for checking understanding. Teachers present information (Teach), ask a question (Ask), pause to allow thinking (Pause), select a student (Pick), listen to the response (Listen), and provide immediate feedback or clarification (Effective Feedback). More here.
Self-Determination Theory (SDT) A framework for understanding motivation developed by Deci and Ryan. It identifies autonomy, competence, and relatedness as basic psychological needs. Rebecca explains how providing a rationale for learning supports students’ sense of autonomy, increasing motivation and engagement. More here.
Cold Call A technique where the teacher calls on any student to answer, ensuring all students are accountable for learning. Nathaniel explains how Melissa uses cold call after pair shares to maximise participation while keeping psychological safety high. See here for an article on how to even supports voluntary participation.
Checks for Understanding (CFU) Frequent, intentional questions that allow teachers to gauge student understanding in real time and make adjustments. Nathaniel and Rebecca outline how Melissa uses multiple forms of CFU: checks for listening, checks for understanding, and checks for thinking.
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Takeaways
* Engagement strategies are crucial for effective teaching.
* Learning intentions should be clearly communicated to students.
* Self-determination theory highlights the importance of autonomy and competence.
* Lesson structures can vary but should include core principles.
* Guided note-taking helps students organise their thoughts.
* Encouraging student participation enhances learning outcomes.
* Incorporating checks for understanding improves lesson quality.
* Real-world applications enhance student engagement and learning.
* Critical thinking can be prompted through effective questioning.
* Maintaining energy and structure keeps students focused.
* Collaborative planning can ease teacher workload.
* Immediate feedback allows for real-time adjustments in teaching.
* Creating a safe environment encourages student participation.
* Cold calling can be an effective strategy for engagement.
Keywords
effective teaching, secondary education, student engagement, learning intentions, self-determination theory, lesson structure, guided note-taking, student participation, classroom strategies, collaboration, education, teaching strategies, checks for understanding, critical thinking, student engagement, lesson planning, classroom dynamics, teacher presence, collaborative teaching, immediate feedback
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