ERRR #094. Craig Barton and Ollie analyse Ollie's teaching
Sep 2, 2024
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Craig Barton, a renowned mathematics educator and edu-podcaster, joins Ollie Lovell, an experienced teacher and the usual host, to dissect a recent math lesson Ollie taught. They delve into pedagogical decisions and strategies for effective lesson planning, including the use of Google Docs for collaboration. The discussion covers engaging students through dialogue, the significance of mini whiteboards for classroom management, and the importance of peer feedback in teaching practices. It's a deep dive into refining educational techniques and enhancing student engagement.
The podcast emphasizes the importance of cultural acknowledgment in education by reflecting on Indigenous history and its ongoing impact.
The Catalyst Project is highlighted as an innovative initiative focused on evidence-based teaching strategies to transform educational practices.
Establishing professional boundaries is crucial for educators to maintain well-being while continuously developing their expertise amidst a dynamic educational landscape.
Observational learning is championed through Craig Barton's analysis of Ollie's lesson, underscoring the value of self-reflection for teaching improvement.
The discussion showcases diverse student feedback on lesson pacing and structure, stressing the need for flexible teaching approaches to accommodate varying learning needs.
Deep dives
Cultural Respect and Acknowledgment
The podcast begins with a respectful acknowledgment of the traditional lands of the Wurundjeri, Wurrung, and Boonwurrung people of the Kulin nation. This recognition emphasizes the importance of understanding historical context and the ongoing impacts of colonization. By paying respects to the elders past and present, the episode aligns with a broader commitment to reconciliation and awareness of Indigenous issues in Australia. This cultural acknowledgment sets a reflective tone for the discussion on education and teaching practices.
Catalyst Project Overview
The Catalyst Project, part of the Catholic education system in Canberra and Galvin, is introduced as a significant initiative aimed at enhancing educational practices. It focuses on implementing evidence-based teaching strategies directly within schools, utilizing local and international expertise. By bringing the science of reading and learning into classrooms, Catalyst seeks to transform the educational experience for students. The project serves as an example of a structured approach to professional development and improving teaching outcomes across regions.
Teacher Boundaries and Professional Development
Establishing boundaries is highlighted as a crucial tip for new teachers navigating their professional journey. Acknowledging that nearly half of jobs could be automated reinforces the need for educators to focus on developing their expertise and adaptability in teaching. The discussion emphasizes the importance of continuous professional development to respond effectively to changing educational landscapes. By setting clear personal and professional boundaries, teachers can maintain their well-being while fostering meaningful learning environments.
The Power of Observational Learning
The interaction between the hosts, Craig Barton and Ollie Lovell, reveals insights gained from observing a demonstration lesson. Ollie's willingness to share his teaching video with Craig serves as a valuable tool for self-reflection and growth. The ensuing discussion dissects various elements of the lesson, exploring what worked, what could be improved, and the rationale behind specific teaching choices. This collaborative analysis underscores the benefits of observational learning to enhance teaching practices and strengthen educator networks.
Effective Lesson Planning and Structure
Through the lesson planning process, Ollie reflects on the significance of backward design and ensuring students grasp core concepts before progressing. The discussion highlights how careful planning can address prior misconceptions and provide scaffolding for new content. By identifying essential skills and sequencing them effectively, teachers can create lessons that lead to student success. This planning approach encourages greater engagement and understanding during the learning process.
Maximizing Student Engagement
The conversation delves into various strategies for increasing student engagement during lessons, particularly through active participation. Mini whiteboards emerge as a powerful tool for instant feedback and fostering a culture of learning. Methods like turn-and-talk and cold calling are discussed for their ability to check for understanding and maintain student attention. Engaging students actively in discussions about probability notation exemplifies how effective practices can keep learners invested in the lesson content.
Circulation for Formative Assessment
Ollie's emphasis on circulation during the lesson illustrates the importance of formative assessment in real-time. By moving around the classroom, he can gauge student understanding and provide immediate feedback on their work. The strategy of describing, directing, and doing during circulation activities enhances the effectiveness of these interactions. This approach allows teachers to identify misconceptions early and provides students the opportunity to clarify their understanding as they progress through the lesson.
Analyzing Feedback from Students
The feedback from students at the end of the lesson highlights varying perspectives on Ollie's teaching approach. While several students appreciated the structure and use of mini whiteboards, others expressed frustration at pacing and the need for more individual learning flexibility. This contrast underscores the challenges teachers face in addressing diverse learning needs within a classroom setting. By gathering and reviewing student feedback, educators can refine their teaching methods to better support all learners.
Non-Examples and Continuous Improvement
The discussion touches on the value of using non-examples in teaching to illustrate ineffective practices and highlight areas for improvement. Ollie reflects on how structured model lessons should include both effective examples and their less effective counterparts to guide student understanding. This approach prepares students for recognizing pitfalls in teaching methodologies and reinforces learning goals. In a collaborative teaching environment like StepLab, incorporating non-examples becomes a vital aspect of reflective practice.
In this episode, usual ERRR host Ollie Lovell has a recent maths lesson that he taught pulled apart by fellow edu-podcaster Craig Barton.
Craig ask's Ollie a huge number of questions about this recent demonstration lesson, asking Ollie about different pedagogical decisions he made, and what he might do differently next time.
For those looking for a truly in-depth discussion about teaching and learning, this is it!
