Outstanding Teaching
Teaching Backwards
Published on 30. October 2014
308 pages
978-1-84590-934-5 (ISBN)
Description
In an era when schools and teachers often seem to operate at one hundred miles an hour, Teaching Backwards offers a more reflective and measured approach to teaching and learning. Where many teachers focus on delivering content in a linear fashion, those who teach backwards start with the end in mind. This means that they know in advance what levels of knowledge, attitude, skills and habits they expect their learners to achieve, they define and demystify ambitious goals, and they establish their students' starting points before they start to plan and teach. Teaching Backwards ensures that learners consistently make great progress over time, and offers a practical, hands-on manual for teachers to further develop their attitudes, skills and habits of excellence both for themselves and for their learners. This book is the follow-up to the best-selling Outstanding Teaching: Engaging Learners. It is based on the analysis of thousands of hours of primary and secondary lessons, part of Osiris Education's Outstanding Teaching Intervention programme over the last seven years.
More details
Language
English
Place of publication
Carmarthen
United Kingdom
Target group
College/higher education
Professional and scholarly
File size
44,32 MB
ISBN-13
978-1-84590-934-5 (9781845909345)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
10/2014
Crown House Publishing
€19.00
Shipment within 3-4 weeks
Persons
Andy Griffith is the co-creator of the Outstanding Teaching Intervention (OTI) and is a director of MALIT Ltd. He has helped teachers and whole schools move up to Ofsted's Outstanding grade by offering practical advice and getting teachers to try new ways of working with their students. Andy has won a national training award and has written and consulted for a number of organisations including LEAs and Comic Relief. Mark Burns is a leading trainer with Osiris Educational and a director of MALIT Limited and has a wealth of experience from his twelve years of teaching. He contributed significantly to the development of the Outstanding Teaching Intervention (OTI) and his work with both individual teachers and schools has helped them move up Ofsted levels. This work has been recognised by Ofsted as well as being shortlisted for the TES Awards.Andy Griffith is the co-creator of the Outstanding Teaching Intervention (OTI) and is a director of MALIT Ltd. He has helped teachers and whole schools move up to Ofsted's Outstanding grade by offering practical advice and getting teachers to try new ways of working with their students. Andy has won a national training award and has written and consulted for a number of organisations including LEAs and Comic Relief.
Content
- Cover
- Praise
- Half Title
- Title
- Copyright
- Dedication
- Contensts
- Acknowledgements
- Foreword
- Introduction
- What is teaching backwards?
- Why we use levels
- Icons used throughout the book
- Setting High Expectations
- Chapter 1. Setting High Expectations
- What's in this chapter for me?
- What's the thinking behind this chapter?
- Why are high expectations so important?
- How to build higher expectations
- Training learners to have high expectations
- Training learners to be resilient
- Setting high expectations for quality work
- Showing models of the expected standard
- Modelling acceptable standards of quality
- Training learners to have growth mindsets about their potential
- Along the journey
- FAQs
- In a nutshell
- For more information .
- Starting Points
- Chapter 2. Starting Points
- What's in this chapter for me?
- What's the thinking behind this chapter?
- What do we mean by knowing their starting points?
- The advantages of knowing the starting points of learners
- How to pre-assess: strategies and activities
- FAQs
- In a nutshell
- For more information .
- Defining and Demystifying the Destination
- Chapter 3. Defining and Demystifying the Destination
- What's in this chapter for me?
- What's the thinking behind this chapter?
- The importance of clarity
- The clarity graph
- Where are you on the teacher clarity axis?
- Where are your learners on the clarity axis?
- Developing greater teacher clarity
- Developing learner clarity
- The physical dimension of learning
- Verbal explanations and wordsmith-ery
- FAQs
- In a nutshell
- For more information .
- Looking for Proof
- Chapter 4. Looking for Proof of Learning
- What's in this chapter for me?
- What's the thinking behind this chapter?
- Thinking like a great detective
- All evidence is not at the same level: elementary, my dear Watson!
- Why become a better teacher detective?
- Columbo or Clouseau: the choice is yours
- Becoming a better teacher detective
- FAQs
- In a nutshell
- For more information .
- Challenge
- Chapter 5. Challenge
- What's in this chapter for me?
- What's the thinking behind this chapter?
- Challenge: it's what the experts do
- Challenge and memory
- Challenge, engagement, and flow
- The value of meta-cognition
- The art of teacher questions
- Large learning
- How to create challenge
- But is it the right framework?
- FAQs
- In a nutshell
- For more information .
- Feedback
- Chapter 6. Feedback
- What's in this chapter for me?
- What's the thinking behind this chapter?
- Level 1a feedback
- How to level up to Level 1a feedback: creating a culture where feedback can thrive
- Developing Level 1a feedback skills
- Planning the journey
- Step 1: Induction
- Step 2: Building feedback skills - how to critique learner work
- Step 3: Practice
- Step 4: Learner autonomy
- Developing Level 1a feedback habits
- Reflection time
- Who is feedback for?
- Gap tasks
- Just review lessons
- Review their personal bests
- FAQs
- In a nutshell
- For more information .
- Conclusion
- Appendix: the Big Four or FACE
- Bibliography
- Activities
- Index
