The Magic of Excellent Teaching

Steve BarkleyMarch 2015

What similarities do you see?

What Frames or Metaphors?

One of the fundamental findings of cognitive science is that people think in terms of frames and metaphors. . .

The frames are in the synapses of our brains, physically present in the form of neural circuitry. When the facts don't fit the frames, the frames are kept and facts ignored. . .

Frames once entrenched are hard to dispel.

—George Lakoff

What Frames Shape Teaching?

Teaching is performing

A Performing Art

Other Frames for Teaching?

‘teaching as performing’ highlights several important elements of teaching but is also limiting

Dennis SparksLeading Through LearningPhi Delta Kappa 10/08

Other Frames for Teaching?

• teachers as leaders of knowledge; workers and inventors of knowledge work

• teaching is teamwork

• teaching is learning• teaching is

relationships with students and colleagues

‘teaching as performing’ highlights several important elements of teaching but is also limiting

Dennis SparksLeading Through LearningPhi Delta Kappa 10/08

George Couros

Compliance

Engagement

Empowerment

George Couros So if we want to get to this idea of ‘empowering’ our students, we are not going to have to be the ‘sage on the stage’ or the ‘guide at the side’, but ‘architects of meaningful learning opportunities’. Understanding our students, their interests, abilities, and strengths, will help us better design learning that gets them to, as Mihaly Csikszentmihalyi describes, a state of “flow“.

School Change

Source: Model developed by Stephen Barkley

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Teacher Skills Used Across the Metaphors

• Verbal

• Nonverbal

• Questioning

• Motivation/Discipline

• Instructional Options

The Art of Teaching

Verbal Skills

• Verbal

• Nonverbal

• Questioning

• Motivation/Discipline

• Instructional Options

• Agenda– uncover and know

• Supportive- positive, empathy, support, approval

• Problem Solving- keep, share, and give decision making

Teacher Talk..• Positively Phrased

• Growth Oriented

http://trainugly.com/portfolio/praise-and-mindsets/

Non Verbals

• Verbal

• Nonverbal

• Questioning

• Motivation/

Discipline

• Instructional

Options

• Knowing the Message you are Sending

• Congruent

Questioning

• Verbal

• Nonverbal

• Questioning

• Motivation/

Discipline

• Instructional

Options

• Sparking Thinking and Learning with Questions

• Teaching Students to Question/Think

INSIGHTInsights ParallelInference PatternRealization InferOverlapping ConnectionRelationship

IDEA Ideas Goals Options Changes Ways Possibilities Opportunities

ANALYSISList SequenceOutline CategorizeClassify AnalyzeReasons FactorsParts ProceduresSort Mind mapDefine Steps

SAME/DIFFERENTCompareContrastDifferentiateSameDifferentAlikeSimilar

APPRAISALWeigh GradeRate PrioritizeAppraiseRank (by value)

best-to-worstmost-to-least

SUMMARYMain idea CondenseMain point ReduceSummary Sum upFocus In a nutshellSummarize

EVALUATIONBelief JudgeViewpoint DecideOpinion EvaluateBelieve Critique

PREDICTIONPredictForecastHypothesizeConsequencesAffectEffectHappen

ACTIONApply Build DoUse Write GraphPlan Make DesignCombine Draft ComposeConstruct Draw Role playInterview Report ProduceSimulate Compute Create

Questions for LifeCue Words

PERCEPTIONObserve HearNotice TouchDetect FeelPicture TasteSee Smell

INDUCTIONQualitiesRulePatternGeneralizationOn the wholeCommon elementsCommon characteristics

ANALYSISList SequenceOutline CategorizeClassify AnalyzeReasons FactorsParts ProceduresSort Mind mapDefine Steps

SAME/DIFFERENTCompareContrastDifferentiateSameDifferentAlikeSimilar

Questions for Life

PERCEPTIONObserve HearNotice TouchDetect FeelPicture TasteSee Smell

INDUCTIONQualitiesRulePatternGeneralizationOn the wholeCommon elementsCommon characteristics

Row 1: Gathering Information

INSIGHTInsights ParallelInference PatternRealization InferOverlapping ConnectionRelationship

APPRAISALWeigh GradeRate PrioritizeAppraiseRank (by value)

best-to-worstmost-to-least

SUMMARYMain idea CondenseMain point ReduceSummary Sum upFocus In a nutshellSummarize

EVALUATIONBelief JudgeViewpoint DecideOpinion EvaluateBelieve Critique

Questions for Life

Row 2: Working with Information

IDEAIdeasGoalsOptionsChangesWaysPossibilitiesOpportunities

PREDICTIONPredictForecastHypothesizeConsequencesAffectEffectHappen

ACTIONApply Build DoUse Write GraphPlan Make DesignCombine Draft ComposeConstruct Draw Role playInterview Report ProduceSimulate Compute Create

Questions for Life

Row 3: Taking Action

Scaffolding Questions to Teach Questioning Skills to Students

Helping students to learn the questions behind the question.

Most IndependentCompare the current economic problems in the United States to the problems faced during theGreat Depression.

Some Support• List the sequence of

events that lead up to and initiated the Great Depression.

• Label those that match today’s economic problems.

• What is different in the current crisis?

Compare the current economic problems in the United States to the problems faced during the Great Depression.

Most Support• List the sequence of

events that lead up to and initiated the great depression.

• What happened on wall street?

• What happened in cities and on farms?

• Here is a list of events from the last 18 months. Label those that match the great depression.

• What is different in the current crisis?

Compare the current economic problems in the United States to the problems faced during the Great Depression.

Most Independent

Select two characters from our reading of Antigone and Julius Caesar and discuss their loyalty. Present your opinion of which was more loyal and why. Use quotes to illustrate your points.

Some Support• List key characters

from Antigone and from Julius Caesar.

• Rank the Antigone characters from most to least loyal and the Julius Caesar characters from most to least loyal.

Select two characters from our reading of Antigone and Julius Caesar and discuss their loyalty. Present you opinion of which was more loyal and why? Use quotes to illustrate your point.

Most SupportSelect two characters from our reading of Antigone and Julius Caesar and discuss their loyalty. Present you opinion of which was more loyal and why? Use quotes to illustrate your point.

• List friends/family you’d describe as loyal.

• When have you been loyal?

• Define loyalty.

• List key characters from Antigone and from Julius Cesar.

• Rank the Antigone characters from most to least loyal and the Julius Caesar characters from most to least loyal.

Motivation/Discipline

• Verbal

• Nonverbal

• Questioning

• Motivation/

Discipline

• Instructional

Options

Tapping Student Effort

OptionsIndividualizingDoing What it Takes

Effort x Ability Manageable Task

= Success

Providing Pictures of Success

• Future Plans• Updraft/Downdraft• Goal Setting

Teaching EffortTime

Persistence---PracticePatience

Repetition of Success

Differentiation to Create Manageable Tasks

Students need to trust teacher …… effort will pay off

Totally SafeSafety Net

Push Off Cliff

Instructional Options

• Verbal

• Nonverbal

• Questioning

• Motivation/

Discipline

• Instructional

Options

Compliance

Engagement

Empowerment

George Couros

Student Behaviors Active – Students are actively engaged in educational activities where technology is a transparent tool used to generate and accomplish objectives and learning.

Collaborative – Students use technology tools to collaborate with others.

Constructive – Students use technology to understand content and add meaning to their learning.

Student BehaviorsAuthentic – Students use technology tools to solve real-world problems meaningful to them, such as digital citizenship.

Goal-Directed – Students use technology tools to research data, set goals, plan activities, monitor progress, and evaluate results.

Dan Meyer

Not BoredDon’t know-don’t care.

Not ConfusedWant to know the answer; don't believe they are capable.

Dan Meyer

PerplexedDon’t’ know the answer. Want to know and believe they are capable of figuring it out.

Conscious Practice

• Verbal

• Nonverbal

• Questioning

• Motivation/

Discipline

• Instructional

Options

The Dual Role of Teaching

• Expert implementer of best practice

• Innovator of learning

Make the Magic (Learning) Happen

Consciously Practice the Skills of Teaching