Teacher Practice in the classroom: Supporting Students to Learn Effectively
Tai Tokerau course:
Teacher Practice in the classroom: Supporting students to learn effectively (at Tai Tokerau campus)
Teacher Practice in the classroom: What Really Works?
Struggling to effectively teach some students? Do some students forget what you taught them straight after the test? Do you know how to develop higher order thinking in your students? Do you feel lost in a sea of potential teaching approaches?
This session will provide teachers with an opportunity to understand and apply the answers provided by cognitive science and teacher effectiveness research.
Participants will explore and consider:
- Inquiry/project-based learning versus explicit approaches to teaching – what does the evidence say?
- Teaching for memory – why students need to be able to recall facts in order to undertake higher order thinking and practical strategies to get started in the classroom
- Why 21st Century skills cannot be taught in isolation from subject knowledge
- Explicit teaching – introduction to Rosenshine’s Principles of Instruction
- • The novice-expert reversal effect and other aspects of cognitive load theory
- The difference between semantic and episodic memory and why teachers need to know the difference
- Case studies on impact in the classroom.
Derek Hopper has taught both science and music in his 16 years of teaching. He has a strong interest in educational research and along with several colleagues, presented a paper arguing for privileging a scientific approach to determining educational practice at the ResearchEd conference 2018 in Auckland. Derek writes an educational blog which can be found at www.edukiwi.blog. He is currently HOD of Music at Tauraroa Area School.