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2016-03-05 发布于广东
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inside the black box raising standards through classroom.ppt

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inside the black box raising standards through classroom

The importance of (learning and) teaching to the Institute of EducationDylan Wiliam A brief history of HE funding… Integration of funding pre-1992 and post-1992 universities Research Quality based mechanism (RAE) QR supports a maximum of 50% of academic staff salary Teaching Quality-independent mechanism (tolerance bands) Fee caps too low for discrimination between providers Commodification of teaching Future developments Quality-related student contributions to tuition costs Need to achieve, and demonstrate, increased quality The ‘death of distance’ for distance learning students but also for students attending full-time To secure its future, the Institute needs to become as demonstrably excellent for its teaching as it is for its research Enrolment on modules in 2008 Teaching: a scarily complex activity …and we are largely on our own… Two extremes Teachers doing the learning for the learners Teachers “facilitating learning” Key concept Teachers do not create learning Learners create learning But all teachers can do is teach (learning vs. teaching) Teaching is the engineering of effective learning environments Psychology underdetermines pedagogy Teaching is fundamentally a creative activity Creativity is very widely distributed, but often suppressed Principles of curriculum design Curriculum: a selection from culture Balanced Rigorous Vertically integrated Focused Signature pedagogies In Law In Medicine Effective learning environments Create student engagement pedagogies of engagement Well-regulated pedagogies of contingency Develop habits of mind pedagogies of formation Pedagogies of engagement Intelligence is partly inherited So what? Intelligence is partly environmental Environment creates intelligence Intelligence creates environment Dual-pathway theory (Boekaerts) Well-being Growth Learning environments Inclusive Varied Efficient Active learning roles? The TIMSS video studies of middle-school mathematics classrooms looked at the proportion of teacher words