I chat with educator Eddie Wu from Wootube about his teaching journey emphasising learning from failures, observation, and reflection. We discuss challenges teachers face, self-reflection, creating a supportive environment, and the importance of continuous learning and embracing new strategies. Eddie highlights the significance of seeking feedback, collaboration, and work-life balance. Ultimately, this conversation encourages a culture of continual learning and excellence in education.

 Chapters

0:00:00 Introduction to Effective Teaching Podcast
0:00:18 Interview with Eddie Wu from Wootube
0:00:55 Eddie's journey into teaching
0:01:55 Falling in love with teaching
0:02:09 Early teaching experiences
0:03:40 Eddie's journey to improve as a teacher
0:09:20 Learning from failures in teaching
0:10:57 Observing other teachers in action
0:14:17 Challenges in keeping students engaged
0:14:24 Teachers' reluctance to be observed
0:15:21 Overcoming apprehension in observation
0:17:03 Eddie's fear teaching advanced mathematics
0:21:11 Establishing trust in teacher observations
0:22:55 Teaching as a craft, not just science
0:24:01 Shifting language in feedback for improvement
0:27:24 Learning and Growth
0:27:42 Exploring Professional Development Tools
0:35:57 Advice for New Teachers
0:48:39 Achieving Work-Life Balance

Long Summary

We delve into the journey of educator Eddie Wu from Wootube, known for his math tutorials on YouTube. Eddie's passion for teaching stemmed from a desire to help others learn, leading him on a path of continuous improvement. He emphasises the value of learning from failures and stresses the significance of observation and reflection in teaching practices. The discussion between Dan and Eddie explores the challenges teachers face with classroom observations and the importance of feedback and growth.

The conversation evolves to touch on the evolution of teaching practices, the role of self-reflection in professional growth, and the need for a supportive learning environment. They share insights into the inner fears and concerns of teachers, emphasising the importance of creating a culture of psychological safety for educators. The significance of continuous learning and improvement in teaching is highlighted, along with the transformative impact of self-assessment through recording classroom lessons.

Furthermore, the dialogue underscores the idea of teachers as lifelong learners, advocating for ongoing professional development, collaboration, and embracing new teaching strategies. They emphasise the value of seeking feedback, engaging with research, and learning from diverse sources to adapt to the evolving needs of students. The conversation concludes by emphasising the complexities, challenges, and rewards of teaching, highlighting the continuous quest for growth, learning, and collaboration in the pursuit of excellence in education.

We explore various ways to enhance ourselves as educators, offering advice for new teachers and experienced educators alike. The importance of seeking input from peers, experimenting with different techniques, and embracing feedback is stressed as crucial for professional growth. Addressing the issue of teacher workload, we discuss the dynamic nature of achieving work-life balance through reflection, self-assessment, and prioritising relationships amidst professional demands.

Through shared experiences, reflections, and collaborative efforts, educators can navigate the multifaceted challenges of teaching and foster a culture of continual learning within the education community. The conversation with Eddie provides valuable insights into striving towards excellence, enriching teaching practices, and positively impacting the lives of students through continuous growth and development.

We explore the integration of AI in education with Sabba, an experienced educator and AI enthusiast. Sabba highlights the importance of prioritizing human skills and pedagogy before incorporating AI tools in the classroom. She emphasizes the significance of identifying specific issues that AI can help solve and suggests utilizing AI for tasks like design thinking to promote pedagogical innovation. Sabba underscores the value of developing critical thinking skills in teachers and students when utilizing AI and encourages educators to reimagine traditional teaching methods to create an ideal learning environment with AI as a supportive tool. Finally, Sabba calls on educators to embrace change, leverage technology for enhanced teaching practices, and prioritize well-being, relationships, and innovation in the era of AI. Visit designingschools.org to learn more about Sabba and her insights.

0:00:00 Introduction to Effective Teaching Podcast

0:03:59 Utilising AI Tools for Effective Teaching

0:12:20 Identifying Problems Before Implementing AI

0:17:12 Leveraging AI for Student Creativity & Critical Thinking

0:20:27 Importance of Critical Thinking in AI Utilisation

0:22:19 Prioritising Personal Growth in AI Integration

In this episode, we dive into the world of AI and its impact on education with Saba, a seasoned teacher and AI enthusiast. Saba shares her journey from teaching history in 2007 to embracing AI tools to enhance teaching practices. She emphasises the importance of prioritising human skills and pedagogy before integrating AI into the classroom.

Saba advocates for a thoughtful approach to using AI, focusing on identifying the problems teachers want to solve before selecting AI tools. She recommends leveraging AI to streamline tasks like design thinking and lesson planning, allowing teachers to innovate their pedagogies effectively.

Furthermore, Saba highlights the necessity of developing critical thinking skills in both teachers and students when utilising AI. She encourages educators to ask meaningful questions, think outside the traditional teaching methods, and envision the ideal learning environment by utilising AI as a supportive tool rather than a replacement.

Saba emphasises the need for educators to reconnect with the outcomes they wish to achieve, embrace change, and let technology enhance their teaching practices. She invites teachers to reconsider ingrained educational practices, discover new possibilities with AI, and prioritise well-being, relationships, and innovation in the age of AI revolution. To learn more about Saba and her work, visit designingschools.org.

I discuss 20 strategies to motivate students. I highlight the importance of creating a positive learning environment, setting clear expectations, and using varied teaching methods. Offering choices, setting goals, and providing positive reinforcement are effective ways to increase motivation. Connecting learning to personal interests and allowing student autonomy also play a key role. Incorporating competitions, showing enthusiasm, and facilitating self-reflection are additional strategies. Celebrating diversity and creating a sense of belonging in the classroom foster deep learning. Subscribe to teacherspd.net for a checklist of these strategies and upcoming updates. Let's motivate our students and keep evolving as effective teachers.

0:00:00 Introduction to the Effective Teaching Podcast

0:00:19 Creating a Positive Learning Environment for Student Motivation

0:03:20 Setting Clear Expectations for Student Motivation

0:04:21 Using Varied Teaching Methods to Motivate Students

0:07:26 Reflecting on progress and motivating with constructive feedback

0:08:48 Incorporating technology and varying teaching methods for motivation

0:15:16 Utilising Competitions for Motivating Students

0:16:27 Showing Enthusiasm as a Teacher to Boost Student Motivation

0:17:47 Facilitating Self-Reflection and Progress Evaluation

In this episode of the Effective Teaching Podcast, the host, Dan, discusses 20 ways to motivate students. He emphasises the importance of creating a positive learning environment where students feel safe to take risks. Dan also highlights the need to set clear expectations and communicate learning objectives to provide students with a roadmap for success. Additionally, he suggests using varied teaching methods to keep students engaged and avoid monotony in the classroom. The host encourages listeners to subscribe to the website, teacherspd.net, to receive a checklist with all the motivating strategies discussed.

We need to vary our teaching methods to keep our students motivated. This can include using group tasks, debates, and incorporating technology. Changing things up and providing a different learning experience can excite students and get them engaged. It's important to make the learning relevant to their lives and show them the practical applications of what they're learning. Providing constructive feedback that highlights their progress and sets clear next steps helps students see their improvement and stay motivated. Encouraging collaboration among students fosters a sense of community and accountability. Incorporating technology can also be motivating, but it's important to balance it with other teaching methods. By incorporating different technologies and occasionally going back to traditional methods, we can keep our students engaged and excited about learning.

In order to motivate students in their learning, there are several strategies that we can implement. First, we should offer students choices, such as allowing them to choose the content or where they apply their skills and knowledge. This sense of autonomy increases motivation. Next, setting goals is important but it's necessary to regularly go back and remind students of these goals, refining them as needed. Positive reinforcement is another effective strategy, where we recognize and reward students for their positive behaviors and hard work. It's not necessary to give treats or privileges, simple recognition and praise will do. Connecting learning to personal interests is also crucial, as it allows students to engage more with the subject matter. By getting to know our students, we can find ways to incorporate their interests into our teaching. Providing autonomy and allowing students control over their learning is another way to motivate them. This could include giving them choices in the design of their learning or co-designing lessons with them. Creating a sense of ownership is also important, involving students in decision-making processes and allowing them to have a say in classroom rules and structure. Finally, making learning fun is key to keeping students engaged. It's important to find ways to make the learning experience enjoyable, such as incorporating hands-on activities, changing environments, and making the classroom a lively and energised place. By implementing these strategies, we can effectively motivate our students in their learning journey.

In this part of the podcast, we discuss several strategies to motivate students in the classroom. One strategy is to utilise competitions, either by focusing on improvement as a group or by having straight-out competitions. Competition can motivate higher achievers, but not all students may be motivated by it. Showing enthusiasm for the subject matter is another effective strategy. By expressing excitement and passion, even for topics that may not be considered cool, you can increase student motivation. Facilitating self-reflection is also important. Encouraging students to reflect on their progress and set goals helps them see their growth and motivates them to continue learning. Incorporating real-world examples and scenarios helps students make connections to their own lives and increases motivation. Providing supportive resources, such as scaffolding and templates, helps students see the steps to success and reduces their fear of failure. Lastly, celebrating diversity and appreciating the different backgrounds and contributions of students fosters a positive and inclusive learning environment.

Fostering a sense of belonging in the classroom and celebrating different opinions can drive deeper learning. When a student disagrees with me, I encourage them to explain their perspective so we can understand each other better. This acceptance and celebration of different perspectives leads to deeper learning in the class. Even if a student is completely wrong, I can correct their misunderstanding and motivate them to learn. These strategies can help motivate students in the classroom. If you want a PDF of these strategies, go to teacherspd.net and subscribe. By subscribing, you'll also receive emails about new episodes and upcoming courses. I hope you start applying these strategies and share your success stories with me. I am even open to interviewing teachers who have found success with these strategies. Let's keep trying new things and reflecting on our teaching process. Don't forget to subscribe and join me for the next episode of the Effective Teaching Podcast.

In this episode, Dan talks with Kasey Bell from Shake Up Learning about her Dynamic Learning framework that is the foundation of her book "Shake Up Learning: Practical Ideas to Move Learning from Static to Dynamic". This is Part 3 - Beyond the Walls of a 5 part series digesting this framework.Kasey Bell is a former middle school teacher turned award-winning digital learning coach at Shake Up Learning. She is also an international speaker, author of Shake Up Learning: Practical Ideas to Move Learning From Static to Dynamic, blogger at ShakeUpLearning.com, host of The Shake Up Learning Show Podcast, and co-host of The Google Teacher Tribe Podcast. The Dynamic Learning Series with Kasey Bell by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityThe Dynamic Learning FrameworkThe Dynamic Learning Framework was designed by Kasey Bell to bring together many of the various aspects of 21st century learning. based on the 4 Cs - collaboration, creativity, critical thinking and communication. This framework aims to help teachers look beyond the technology. To stop seeing technology as just as a tool, but to see it as an opportunity to stretch what we do in our classrooms. To move away from the static old school approach to education as a system for conformity, to see education as a dynamic entity that can be used to go above and beyond what used to be possible. To make learning more engaging, meaningful, connected, collaborative and targeted at developing the skills required for lifelong learning.Beyond the BellLearning doe not stop when the bell rings. Digital tools and devices enable students to continue to learn, collaborate, go deeper into their learning and grow their learning skills to move towards lifelong learners. Learning is accessible 24/7 with technology and we need to shift both ours and our student's mindsets to ones that look for learning to happen anytime, anywhere, and students can OWN IT!Going beyond the bell is all about a shift in mindset. This is not about setting more homework for the students, but about changing their attitude towards learning. It is about encouraging students to take ownership of learning, making learning engaging and meaningful, as well as inspiring students to see learning as something they do for them not for the school. A vital aspect of beyond the bell is to set goals for learning with your students, where they know what the target is and how to get there. To help keep students motivated celebrate their success and track their progress through the use of smaller sub-goals.12 ways to Shake Up Learning with KaseySubscribe to the email list and download a FREEBIE!Read the Shake Up Learning Book by Kasey BellParticipate in the Shake Up Learning Book StudyWatch a FREE webinar Take an online course (Google Classroom, Google Slides, and more!)Get Google CertifiedBring Kasey Bell to your school or eventJoin the FREE Shake Up Learning CommunityListen to the Shake Up Learning Show PodcastConnect with Shake Up Learning on socialFollow and use the #ShakeUpLearning hashtagListen to the Google Teacher Tribe Podcast

In this episode, Dan talks with Kasey Bell from Shake Up Learning about her Dynamic Learning framework that is the foundation of her book "Shake Up Learning: Practical Ideas to Move Learning from Static to Dynamic". This is Part 2 - Beyond the Grade Level and Subject Area of a 5 part series digesting this framework.Kasey Bell is a former middle school teacher turned award-winning digital learning coach at Shake Up Learning. She is also an international speaker, author of Shake Up Learning: Practical Ideas to Move Learning From Static to Dynamic, blogger at ShakeUpLearning.com, host of The Shake Up Learning Show Podcast, and co-host of The Google Teacher Tribe Podcast. The Dynamic Learning Series with Kasey Bell by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityThe Dynamic Learning FrameworkThe Dynamic Learning Framework was designed by Kasey Bell to bring together many of the various aspects of 21st century learning. based on the 4 Cs - collaboration, creativity, critical thinking and communication. This framework aims to help teachers look beyond the technology. To stop seeing technology as just as a tool, but to see it as an opportunity to stretch what we do in our classrooms. To move away from the static old school approach to education as a system for conformity, to see education as a dynamic entity that can be used to go above and beyond what used to be possible. To make learning more engaging, meaningful, connected, collaborative and targeted at developing the skills required for lifelong learning.Beyond the BellLearning doe not stop when the bell rings. Digital tools and devices enable students to continue to learn, collaborate, go deeper into their learning and grow their learning skills to move towards lifelong learners. Learning is accessible 24/7 with technology and we need to shift both ours and our student's mindsets to ones that look for learning to happen anytime, anywhere, and students can OWN IT!Going beyond the bell is all about a shift in mindset. This is not about setting more homework for the students, but about changing their attitude towards learning. It is about encouraging students to take ownership of learning, making learning engaging and meaningful, as well as inspiring students to see learning as something they do for them not for the school. A vital aspect of beyond the bell is to set goals for learning with your students, where they know what the target is and how to get there. To help keep students motivated celebrate their success and track their progress through the use of smaller sub-goals.12 ways to Shake Up Learning with KaseySubscribe to the email list and download a FREEBIE!Read the Shake Up Learning Book by Kasey BellParticipate in the Shake Up Learning Book StudyWatch a FREE webinar Take an online course (Google Classroom, Google Slides, and more!)Get Google CertifiedBring Kasey Bell to your school or eventJoin the FREE Shake Up Learning CommunityListen to the Shake Up Learning Show PodcastConnect with Shake Up Learning on socialFollow and use the #ShakeUpLearning hashtagListen to the Google Teacher Tribe Podcast

What is next in Project-Based Learning - listen to what Thom has to say above.Dan talks with the godfather of PBL - Thom Markham who reveals where project-based learning should be headed and remarkably it is also where it has come from. This is a great listen if you are keen to discover more about PBL and what it can do for your students.Thom Markham the Godfather of PBL reveals he next steps in PBL by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityLearn more about Thom's Workshop in SydneyClick here7 Steps for Qulity PBLFinding an authentic challenge a good problem to be solvedDriving questionDecide what they do at the end Assess the project - determine whether it is goodHigh-quality performance rubrics (know and do)Deep   explicit rubrics exactly what students need to doTeaching and learning activities - set the project and get ideas from the studentsTurn students lose on the doing - Team learning (teamwork, accountability, responsibility, doing work, drafts and revision, design thinking)Showcase or present (Mastery Level) - a higher level of problem-solving and mastery of the disciplineThe next step for PBL helps to create lifelong learnersA focus on human development “strengths-focused or strengths-based approach”Individual growth, Developing wellbeingProblem-solving and problem findingSelf-directed throughout How do you do this?Know your studentsA kind and caring classroomStudent-teacher partnership for best performanceStudents set goals and objectives, how they want to grow and where they want to get to and reflect upon itRubrics that include curiosity, work ethic andNEW curriculum with wellbeing integrated throughout A Head Heart and Hands ApproachWhere to startDistinguish between general projects and PBLPBL incorporates projects BUT it uses a strong methodology to encourage better outcomesRubricProblem questionsAuthenticityPlung in - design a PBL unit as best you can and learn as you go.Get feedback from students etcRequires a mind shift.Think "What do students need to appreciate about the topic?" - go for wonder and interestAsk students, what are they interested in.The teacher is the Co-LearnerLearn more about Thom's Workshop in SydneyClick here

In this episode, Dan talks with Kasey Bell from Shake Up Learning about her Dynamic Learning framework that is the foundation of her book "Shake Up Learning: Practical Ideas to Move Learning from Static to Dynamic". This is Part 1 - Beyond the Bell of a 5 part series digesting this framework.Kasey Bell is a former middle school teacher turned award-winning digital learning coach at Shake Up Learning. She is also an international speaker, author of Shake Up Learning: Practical Ideas to Move Learning From Static to Dynamic, blogger at ShakeUpLearning.com, host of The Shake Up Learning Show Podcast, and co-host of The Google Teacher Tribe Podcast. The Dynamic Learning Series with Kasey Bell by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityThe Dynamic Learning FrameworkThe Dynamic Learning Framework was designed by Kasey Bell to bring together many of the various aspects of 21st century learning. based on the 4 Cs - collaboration, creativity, critical thinking and communication. This framework aims to help teachers look beyond the technology. To stop seeing technology as just as a tool, but to see it as an opportunity to stretch what we do in our classrooms. To move away from the static old school approach to education as a system for conformity, to see education as a dynamic entity that can be used to go above and beyond what used to be possible. To make learning more engaging, meaningful, connected, collaborative and targeted at developing the skills required for lifelong learning.Beyond the BellLearning doe not stop when the bell rings. Digital tools and devices enable students to continue to learn, collaborate, go deeper into their learning and grow their learning skills to move towards lifelong learners. Learning is accessible 24/7 with technology and we need to shift both ours and our student's mindsets to ones that look for learning to happen anytime, anywhere, and students can OWN IT!Going beyond the bell is all about a shift in mindset. This is not about setting more homework for the students, but about changing their attitude towards learning. It is about encouraging students to take ownership of learning, making learning engaging and meaningful, as well as inspiring students to see learning as something they do for them not for the school. A vital aspect of beyond the bell is to set goals for learning with your students, where they know what the target is and how to get there. To help keep students motivated celebrate their success and track their progress through the use of smaller sub-goals.12 ways to Shake Up Learning with KaseySubscribe to the email list and download a FREEBIE!Read the Shake Up Learning Book by Kasey BellParticipate in the Shake Up Learning Book StudyWatch a FREE webinar Take an online course (Google Classroom, Google Slides, and more!)Get Google CertifiedBring Kasey Bell to your school or eventJoin the FREE Shake Up Learning CommunityListen to the Shake Up Learning Show PodcastConnect with Shake Up Learning on socialFollow and use the #ShakeUpLearning hashtagListen to the Google Teacher Tribe Podcast

In this episode, Dan talks with Nat Littler about how she helps encourage lifelong learning in her classroom. In this interview, Nat explains the importance of providing a why for learning given topics and how providing content real-world applications helps motivate and engage her students. Nat also explains the importance of teachers being lifelong learners themselves.The importance of knowing why with Nat Litter by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWhat do you do to promote lifelong learning in your classroom?Be a lifelong learner yourselfShare your learning experiences and failures with your students.Try new things in your classroom and be fine with them not workingHow does the provision of meaning and connection promote lifelong learning?It allows you to focus on the why? Why are you teaching this topic etc?Provides real meaning for the students and motivation to learnStudents who are motivated to learn develop better learning skills to transfer beyond the classroomUsing project-based learning, critical inquiry and flipped learning help to increase student active contributions to learning and reflect the real world.Give it a go!Make sure you can answer "why?"Provide this information up-front with your students.Tell your students about a time that you failed at learning something, share with them something you are currently learningIf you are not currently learning something, then find a book and begin to read. Share what you learn with your students.

In this episode, Dan discusses the importance of celebrating student learning success. He describes how to do this well and connects the celebrations with learning goals and sub-goals. Dan also explains how celebrating student learning success helps to create lifelong learners.Celebrating Learning Success by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWhatCelebrating success in learning links back to goal setting, creating criteria and exemplars.Celebrate the subgoals and the big winsWhy?Because learning is hard workSetting goals and achieving them is funBut, students need to know when they have achieved the goals and subgoalsCelebrating the success, not only shows students that they were successful but helps them to identify as a successful learnerIt provides further motivation for future learning and a reference point to refer back to when things get hard once again.How?This does not have to be anything bigSimply point out where they have been successfulGive a high-five, a sticker or just congratulate them (publically or not)Refer back to times of success to help motivate them when they are doing it hard it helps to motivate studentsOf course, you can also go bigger:Email or call home to let parents know and let them celebrate with their childReport comments, and gradesCertificates at assembliesGamify your classroom etcJust make sure it is repeatable and fair for everyone who succeedsLifelong LearningAs the students experience success they begin to identify themselves as successful learnersThis provides them with plenty to look back on to help motivate them when they are doing the learning on their ownIt also helps them to identify their own progress in the future which will help them set goals and achieve them in future learningFinally, more success will also increase their confidence and their willingness to try hard things. This in return will help them to develop the skills for learning that they need to become lifelong learnersGive it a go!This week Identify any chance you can to celebrate your student’s learning success.Send an email home to celebrate, Give high fivesGamify your classroomGive out a certificateOr simply get alongside a student and tell them you are proud of the hard work they put in and the achievements they have madeAnother great thing to do is to identify past successes and remind them of those times. The hard work they put in and the learning they achieved. Especially if they need some motivation. 

In this episode, Dan Jackson discusses why he sees reading as the number 1 skills needed for lifelong learning. He discusses how you can use NAPLAN results to come to know your students and find teaching strategies that will help them develop their reading.Reading for Lifelong Learning by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityReading the most important skill for lifelong learningCurrently I am homeschooling my son who has just started school. One of the focuses for me over the coming years is to teach him how to read well.He has already shown an interest in Learning and particularly enjoys using the App “Reading Eggs", but of course I cannot leave this learning to him doing lessons on an app. From a young age my wife and I have read to my son… actually, I read to him while my wife was still pregnant. And he still loves having books read to him. But of course I want to shift his skills so that he can read on his own. And as I focus on this and think about the importance of this skill, I have realised just how important a skill it is for his future.Once he can read, he can then learn anything he likes.With the internet providing so much content these days and the increased accessibility to academic works, he can literally learn about anything on his own once he can read.The same is true for our students. Being able to read is so key to their success as lifelong learners that we do a massive disservice when we don't have this as a focus in every subject and each activity we do.Previous workshopI used to run a literacy workshop for teachers which really began with knowing your studentsI remember getting massively frustrated when I first began to learn more about literacy because I was finally exposed to the insights we can get into our studebts from NAPLAN resultsNow our culture and society and many schools, especially principals have given NAPLAN a bad wrap using it as a way to compare one school against another.I remember constantly being told that our school was ranked higher than surrounding schools, so we were doing well, but that was as much as we were told.However, reality is that the results from NAPLAN provide you with fantastic insights into the strengths and weaknesses of the students in your class.If you, like many teachers have not seen your students results from NAPLAN, I encourage you to ask your executive for access and for some training on how to navigate and interpret results. I know they used to, and hopefully still do, provide graphs that show the growth of each individual student which is real data you can use to see if students skills are improvingClass profileOne of the key steps in the workshop I used to run was to use the results from NAPLAN to create class profiles. All we did was enter each students overall result for Reading, Writing, Spelling, Grammar and Numeracy.We then colour codes the results, red for students who scored lower than 50% and green for over 85% this then provided a quick snap shot of what the students know and don't knowFrom here, if I had a student who any red I would create an individual profile for them breaking the skills down further.Finally, I would find teaching strategies that matched the weaknesses. Amazingly, NAPLAN provide these as well. Give it a go!Get access to your NAPLAN resultsCreate a profile, identify an area for at least 1 student, but obviously the more you can help at once the better Then find the strategy you can use to help your student to develop their reading ability.Teaching Resources from NAPLAN

In this episode, Dan discusses the book "So Good They Can't Ignore You" by Cal Newport and applies some of its main points to teaching. He examines what deliberate practice is and how it could be the key to revolutionise your approach to teaching and learning. He terms this Deliberate Teaching.Deliberate Teaching, become so good they can't ignore you by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunitySo Good they can't ignore youAt the heart of the book is the message that to follow your passion is bad advice instead you should develop yourself as a craftsman. Become so good at your work that it becomes your passion.Become a craftsmanMaster rare and valuable skills to develop career capital. To do this you need to use deliberate practice.Erikson stated that expert performance is not based on talent but on practice. Cal further identifies that it is not JUST hours of practice, but hours of deliberate practiceDeliberate PracticeStretch yourself just beyond where you are comfortable with the goal to improve your skills or knowledge in this area. This applies to everything from Math to Creative arts. Deliberate practice requiresKnowledge of the “chunks” or criteria for improved performancePractice that stretches you in one of those chunks identified to improve but that is not so far it seems unattainableFeedback in relation to whether you are getting closer to this goal Key to this is the deliberate practice of a skill at a higher level in order to master the skill.WhyI think it applies to our teaching and student learningStudents need to be able to practice skills in relation to goals and criteria and receive feedback frequently in relation to these to really master a skillAs a teacher, shouldn’t we be applying such insights into our teaching practiceIn order for us to improve as teachers, we need to know what expert teaching looks like, understand the criteria we can use to describe and explain it. We should then be developing at least one of these all the time, by extending ourselves in this area and getting feedback with relation to the goals.Deliberate TeachingChose a specific area of expert teaching and identify ways to improve this. EgIf you struggle to use Tech in your classroom, find an expert in this area and get some advice on what you can do to begin to stretch yourself. Stretch yourself in this area, which does not just mean put it in practice. First, you need to learn about it. Maybe do a course, like the online courses at TeachersPD.net or read a book in this area. Then try it… but not on your ownIt’s time to open our doors!!Get feedback from people you know are good in the area you are looking to improveIf you need to record your lesson and share it with others for feedback. I am actually looking to set this system up in TeachersPD over the coming weeks where teachers will record and share and provide each other with feedback that is specific to the area we are looking to improve.The more feedback you can get the better. And keep repeating the process until you have improved this area and then move to another criterion and Repeat!!Lifelong learningThis will model lifelong learning for the studentsYou will begin to provide better teaching because you are constantly looking to improve your practice and this will naturally help students to learn the skills required for lifelong learning and possibly the motivationYou can apply deliberate practice to your student’s learning as well, helping them to master what they are doing, because as Cal Newport identifies throughout this book, it is through mastering a skill or an area of knowledge, becoming an expert… that is what creates passion and leads to satisfaction in life.Give it a go!Find an expertLearn about the area you want to improveTry it and get feedback and repeat until you master i..

In this episode Dan discusses hyperdocs and how they are a tool that can be used to create lifelong learners. A hyperdoc helps to engage students, create meaning for student learning, connect content to the real world, and to guide student reflections on their learning.Lifelong learning with Hyperdocs by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWhat is a hyperdoc?NOT just a document with linksIt is a reverse lesson or unit plan that:Provides students with choiceHas students collaborateDevelops creativityIncludes meta-learning (learning to learn)The focus is more on the pedagogical approach than the links in the documentCommonly include the terms:Engage (Identify the meaning in life of what is going to be learnt), Explore (begin to develop research skills following students own interests, Explain (explicit instruction, providing content knowledge), Apply (examine egs, analyse other perspectives, case studies, creating something AND I would recommend that this be in various contexts), Share (Their application is shared with others for feedback. So both themselves and others can reflect on what was produced. I recommend external audiences), Reflect (students then reflect on their learning process, what skills they applied or developed, how they overcame problems, identifying Ah Ha moments and how they became successful or NOT), and Extend (where do they go now, going deeper into the issues, connecting to overarching big life questions, linking back to the engagement, go further into the Whys?How does it create lifelong learners?The hooks into real world and meaning provide motivation and interestAllowing students to first explore on their own (with or without restraints according to ages) helps develop their own inquisitiveness, especially if you walk around the room and engage with this exploration. It can be the most important aspect of the learningProducing something that is shared is fantastic for the students. Suddenly they can see how learning can lead to creation, helping others, or something that others will engage with - this is key for entrepreneurial mindsetsFinally the reflection, I think I will do a whole episode on this, but as students reflect on the learning process, they are learning how to learn. The focus of the reflection is how they were or could be successful, what went wrong, how to overcome this and identify those learning strategies. This is Meta-learning in actionHow do you make one?Check out Hyperdocs.co they have heaps of scaffolds and a community that do hyperdocs. There is a Facebook group as well and this can become really transformational for yourselfFor me, I integrate them with my flipped mastery approach. Students work through them and the “explain” is my flipped video and so I am always moving around the room and helping the students regardless of where they are up to in the process, or even which hyperdoc they are using, ie which topic they are looking at.Then plan the lesson from the students perspective. Give them the choice of specifics, how they consume content and the context and tools used to create it. Allow them to choose their groups, chose the platform for sharing and connect what they are learning with their world, not just ours.It does take good planning and prep, but the rewards are great.Give it a go!Grab a scaffold and plan a single “lesson” or topic using the scaffold, even if it is just the Explore, Explain, Apply scaffold, it is a beginning.Then plan through your activities, look for opportunities for your students to take over their learning process, but having choice and voice. Put all the detail that the students need into the one hyperdoc, so they don;t need you to know what to do next. Then in your lesson, be the leader and assistant at the same time.

In this episode, I interview Janice Atkin and discuss how contextualising your practice can help to create life-long learners. This interview covers everything from surface and deep learning, to ways you can personalise learning for your students while still achieving the same learning goals.Contextualising your practice with Janice Atkin by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityJanice is an education consultant, former Senior curriculum manager at ACARA for HPE and currently co-founder of inclusive schools Australia.Janice's WebsiteInclusive SchoolsWhat do you mean by contextualising teaching practices?Personalising our programs and classroom practiceMoving beyond presenting content and focusing on the deep learningConnecting what is being learnt to the student's real-life and providing meaningProviding choice in content consumption, critiquing, creating and reflectionWhat they do end up doing in a classroom is specific for them because they have chosen activities or they've combined it in different ways or they've linked it to things outside of the classroom that they are particularly interested in you don't actually have to do all that writing yourself.-Dan JacksonWhat does it look like in the classroom?Creating a buffet of options for students to select fromIt is NOT differentiated where "smart" kids do the deeper learning and the others do surface level. They all can choose from the options that cover both.Use a hyperdocKasey Bell talks about using Menu BoardsWe talk about this idea of creating a buffet of options and student then self select what they're going to take from the buffet.- Janice AtkinHow does it create life-long learners?It enables students to learn how to research, consume and critique the contentIt enables them to become teachers as they help each otherIt creates meaning to their learning, increasing their motivation to learn and experiences of success leading to students that identify as successful learnersIt creates a community for learning, not learning in isolationGive it a go!2 Step process:Identify the challenges, behaviours and decisions you are trying to influenceHelp students to develop the skills they need to effectively address those challenges, behaviours and decisionswhat are the challenges or the behaviours or a decision that kids are making that you're trying to influence... then start thinking about within your curriculum what are the skills and understandings that sit within your curriculum that are going to support students to effectively address those challenges decisions and behaviours.- Janice Atkins

I challenge the idea that being busy equals success. Instead, I emphasise the importance of effectiveness in teaching and life. It's time to shift our focus from busyness to making a meaningful impact. By prioritising tasks, eliminating unproductive habits, and finding a balance, we can become more effective teachers. Being busy doesn't always lead to productivity, but being effective allows us to make a significant impact on our students' lives. 

0:00:00 Introduction to the Effective Teaching Podcast

0:00:18 The Problem with Being Busy

0:01:22 Busyness is Not a Mark of Success

0:03:10 Busyness vs. Effectiveness

0:09:28 Ineffective Meetings and Time Wasting

0:10:28 Importance of Prioritising Effective Tasks

0:11:45 From Busy to Effective: A Shift in Teaching Approach

In this episode of the Effective Teaching Podcast, we delve into a common misconception that being busy is a sign of success. As teachers, we are often caught up in the busyness of our profession and may even take pride in it, believing that it signifies our contribution to society. However, I believe it's time to reevaluate this mindset because busyness is not something to be proud of.

Instead, I emphasise the importance of improving our effectiveness both in the classroom and in life. Our society has come to associate busyness with productivity and accomplishment, but in reality, it can be detrimental to our well-being and effectiveness. Merely being busy does not guarantee that we are being productive or making a meaningful impact.

We need to shift our focus from being busy to being effective. When someone asks us how our week has been, we should aim to respond with "it's been really effective" rather than "busy." It's a mindset shift that requires us to reflect on how we are spending our time and question our level of busyness.

With only 168 hours in a week, we need to be intentional about how we allocate our time. While a fraction of that time is spent in school, we must consider what we are doing with the rest of those hours. Are we engaging in unproductive activities like mindlessly scrolling through social media or binge-watching Netflix? If so, we are not truly busy but rather drained.

Distinguishing between busyness and effectiveness is crucial. We must prioritise activities that truly align with our goals and priorities, such as teaching and being present in the classroom with our students. This means evaluating how we spend our time outside of school as well.

I strongly encourage listeners to prioritise sleep and allocate around 36 hours for it each week. This ensures we have enough energy and focus for activities that are more effective. Rather than wasting time on unproductive habits, we can engage in activities that benefit our health, such as walking our dog or exercising. It's about making intentional choices and finding a balance between productivity and downtime.

In our profession, being effective means prioritising tasks like lesson planning, designing, and building relationships with our students and colleagues. Quality feedback is more impactful than a large volume of feedback, so we should focus on providing meaningful and targeted feedback. Additionally, we should aim to make meetings more effective for teachers by eliminating unnecessary ones and finding ways to make them more productive.

It's essential to eliminate less important tasks that may be consuming our time, such as excessive decorating, checking emails incessantly, or mindlessly scrolling through social media. By letting go of these unnecessary activities, we can devote our time to what truly matters: creating quality programs, designing fantastic lessons, and building meaningful relationships with our students.

Embracing being an effective teacher rather than a busy one leads to greater student engagement and results. It's about redirecting our focus towards effectiveness and what truly matters in our lives. Being busy does not always lead to productivity, but being effective allows us to accomplish more and make a significant impact on our students' lives.

I hope this message resonates with you and sparks reflection on your own busyness and effectiveness. Join us for the next episode in a couple of days as we continue to explore important topics in effective teaching.

In this episode, I interview Joel Anderson - Head of PDHPE at Newcastle High School, to discuss collaborative approaches in the classroom. Joel shares some of his approaches including the "Huddle and Pod" approach and discusses the importance of providing structure to the collaboration to ensure each student has a role. We also explain how collaborative approaches help students prepare for a life of learning as they prepare for life beyond the classroom.Collaborative Approaches with Joel Anderson by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWhat are collaborative approaches?The have students working together in groups of 2 or moreThey are structured with students working together with each student having a roleThey are situations where students work together towards the same goalsThe tasks should require high cognitive skills requiring collaboration. See this article on Collaboration and Cognitive load for more detailHuddle and Pod approachMuch like the jigsaw method. In this approach, students have a huddle - a group which is always the same for the whole term and they work together towards goals and discuss their learning together. The pods change each time but they are your groups that focus on the same activity or piece of content that once mastered is brought back to their huddle.How do collaborative approaches help create life long learners?Students develop people skills that can be used for learning later in lifeStudents are forced to take on a learning role and a teaching role while also working with others to expand their perspectives a begin to understand others viewpointsStudents begin to experience success in learning and realise they do not have to have all the answers, just be willing to find them.Where can you startStart small and "dip your toe in"pair discussionGroup work or research taskEvaluate how everything goes and adjust your approachMake sure students have a role in the learningLet go of the reins and let the class be noisy... be comfortable in the uncomfortable.

In this episode, Dan interviews Kelly Pfeiffer, looking at Project Based Learning. They discuss some of the key aspects needed to create a good PBL unit, how it helps create lifelong learners and how you can begin to use aspects of PBL in your classroom this week.Project Based Learning with Kelly Pfeiffer by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityKelly Pfeiffer is the head-teacher for futures learning at Dubbo School of Distance Education. She won the Australasian Association of Distance Education Schools award for teaching excellence this year.  Her team also won the Technology 4 Learning Award this year. AND The Dark Sky education package that she developed with her colleague has been nominated for the international Dark Sky Defender AwardWhat are the key aspects of PBL to make it effective?Driving QuestionAuthentic AudienceFeedbackWhat makes PBL an effective teaching strategy for creating lifelong learners?Helping our students develop problem-solving skillsTeaching them to collaborate, be resourceful and resilientThe transfer of learningThe authentic learning process has a huge impact on the students and their future lifeHow can teachers begin to use PBL?Begin to use the key elements of project-based learning:Authentic audiencesReflective processesInquiry-based learning and driving questionsFurther resourcesAttend our upcoming Project-Based Learning workshop with Thom Markham Founder of PBLglobalYou can find lots of resources including online courses that are NESA accredited at the Project-Based Learning Global website. If you would like a closer look at the Dark Sky Education package that Kelly and Melissa developed you can find more information here

In this episode, I discuss the importance of teaching our students how to take notes well and engage with content for learning rather than simply consuming it. I talk about some of the key aspects of good note taking and why it is effective in improving learning when done well and why it helps prepare students for a life-long learning.Taking notes and engaging with content by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityTheoryTaking notes requires the learner to:Be selective of content that is important for the learning outcomeOrganise this content into some form of system for later revisionHowever, note taking also:places a significant cognitive load on the brain, as the student listens/watches and takes notes with more information coming as they write. - Annie Piolat et alWhy?Taking notes will help students as they want to quickly refer back to something that they have already coveredIt mimics real life, where we take notes for later referral. This could be a meeting, conversation, or when we do our own research to learn about a new topic.It helps prepare students for a future when they might need to learn a new skill or piece of content as they learn how to identify key ideas and concepts and how to string them together themselves.How?It is important that we remember the cognitive load that note-taking adds and adjust the process to help students focus on the new items and connecting them rather than trying to listen and write at the same time.One way to help this is to show students how to interact with the content. If it is a piece of text, explain how to identify key pieces of information, and highlight, circle, underline etc the text. Get them to write notes on the text or arrows for how concepts connect.Make sure any notes taken are not verbatim but instead are the key ideas written in their own wordsPam A. Mueller and Daniel M. Oppenheimer found that “laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning”Try to make sure that notes are not taken live. I.e. don’t ask students to take notes while you talk. This will increase their cognitive load and make the processing and learning or information or skills difficult.InsteadRecord what you would normally speak or present as either a video or audio that they can then control… ie) pause, rewind, fast forward etc as they take notes. This will help to reduce the load and allow them to focus on structuring the information and making connections.Note taking is also very specific to its context. Notes in Science, for example, have a different focus to those in art or history. So it is important that you teach your students how to take notes for the subject matter at hand and learn to adapt their notes to the context and the learning goals/outcomes.One example of note taking is the Cornel method, which is used a lot in flipped learning. Here students break the page into 3 areas, one with the general notes, one with the key terms and ideas that come out of the notes and the last area as a summary of the page.https://youtu.be/Lu7WM_fmR1khttps://youtu.be/ogHIyREqLd4I would also recommend including guiding questions or comments. When I flip I often use tools such as EdPuzzle and Insert Learning because they allow me to guide the student's notes and keep them focused. I might ask open-ended questions from the reading or video that helps them identify key items and then another that helps them connect them.I can also highlight key items as they watch or read so they know that it is important and should pay attention to it.It will also show me if they have learnt the information and concepts etc as I look at their answers… before class.I also like to get my students to mind-map items to show the connections betw..

In this episode, I talk about the importance of students reflecting on their learning. I discuss how it helps to create life-long learners and some of the ways that you might include this practice in your regular daily teaching.Student Reflection by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWe all know that reflective practice as a teacher is one of the key activities to progress. As we reflect on our lessons, our units and how our students have learnt… or not, we identify areas for growth and begin to see the areas of our programs that need adjustment for the future.Why should students reflect on their learning?It helps students see the importance of their learningIt helps students to know WHY they needed to learn what they learntIt helps students identify and develop how the learning occurred, which aspects made them think, how they found solutions to problems etcIt helps you to see how students are thinking, their thought processes and identify ways that you can help them in their learning.It can be used to assist peer or teacher feedback to the studentIt provides invaluable feedback to us as the teachers to then adjust our practiceThis works really well if we already have established:Learning goals and success criteriaIdentified where the student began and where they are currentlyWhat the next steps will beHow might you get students to reflect?You could provide them with a scaffold of questions to guide a paired discussion.Questions could include:Was there anything that surprised you today? Why?What did you learn today? What was the most important? Why do you think this? Is there anything you would like to learn more about Or that made you curious?Is there anything from today that you can apply to everyday life?What was difficult for you today? Why?What did you do or could you do next time to overcome this or similar difficulties?What are you going to do next to reach your learning goal or subgoal? Why?How did you or could you help someone else with their learning? EtcMY FAVOURITES:How did I help you today?How did I hinder your learning?What would you like me to do more of next time?But it is always important to include the question why at the end of questions to help promote critical thinking and deeper reflection.Mode of reflectionYou could use similar questions to guide a student as they wrote a blog post, or made comments in a digital portfolio.I often get my students to make a Video that they share with me where they answer provided questions. I love using Seesaw to do this, it is a very simple tool that provides a lot of insight. You could also use FlipGrid or something similar to have students work through this process.You could have students send themselves an email with advice for their next lesson. This can be powerful if you then get them to read those emails at the beginning of the next lessonYou could have students respond to questions in a forum or in a Google hangouts chat, orRecord a podcastImportantModel reflections for them, including how you reflect on your practiceMake sure that you can see and take the time to learn from their reflectionsProvide students with the time they need at the end of the lesson to reflect properly… remember this takes time to do wellAdjust what you do based on the student’s reflectionsHow it creates life-long learnersReflecting on learning helps your students identify how they have learnt, what they have learnt and how they can improve their own and others learning. This will have a huge impact on their ability to teach themselves and help them become more skilled in problem-solving life issues. It can also help them identify their successful learning and how this learning can be applied to their life, which helps students to see the importance of learning but also begin to enjoy the..

Dan asks John Hattie what his thoughts are on the most effective teaching strategy is that can create life-long learners and not just prepare students for exams. This leads to a discussion on standardised exams, flipped learning and project-based learning, as well as the Visible Classroom app.

In this episode, I discuss why and how you should use blended learning as well as look at a short example where self-paced blended learning is used well. Listen to the audio above or read through the summary below.Blended Learning by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWhat is blended learning?It is a mash-up of traditional face-to-face teaching and using technology.Personally, when I do it, I often call it an in-flip, where the student’s watch the video in the classroom and I might still provide some direct instruction to some, or when it is needed.Why use blended learning?Free’s the teacher up to spend more time with students on things they need help withSaves timeAllows students to move at their own pace and to use a mastery or competency-based approach to the learning sequence, rather than a timed content approach, where you simply move through the content at a pace you think will work for most.Way better for creating life-long learners. As success in learning brings the happy hormones which help students to enjoy the process.How to blend your lessonsThere are lots of ways that you can create a blended learning environment. You could:Do 50:50 where half watch instruction or are using tech, while the other half is with you doing something else that is relatedYou might put up the lesson instructions on a board or ppt and let the students work through the activities in order, or as a choice board, where they can do them in any orderYou could add more detail to your booklets etc that you hand out so that students can work through them at their own paceYou could create hyperdocs (more on this in a future episode)Self-paced blended learningBlended really allows for self-paced learning. So take advantage of this.Check in with students to see where they are up to and where they are going nextBuild in formative assessment check-points throughout the process, much like you would in a project-based learning environmentUse it for project-based learningPlan clear differentiation in your tasks and activitiesAllow for collaborative tasks, and peer feedbackExampleI saw an example of this recently in a post from Edutopia. A teacher, Kate Gaskill using the blended self-paced approach had a check-in process with her students that was fantastic using what she called a Do Now sheet.The sheet asked the students to:State the objective for the lesson in their own wordsIdentify a strategy that will help them finishWhat lesson they were onHow they were going to keep on pace and also checked in on their emotionsThen she would meet briefly with each studentBriefly run through their sheetAsk if there was anything they need from her Kate Gaskill, History teacher at Eastern Senior HS, Washington DC seen on EdutopiaTry Blended learningCreate 1 blended lesson this weekUse the slip or a modification of it to check in with EACH student during the lessonIf you like the process, see if you can create a 2-week booklet or something similar that the students can use for a blended approach for those 2 weeks and see if their learning increases and if the students begin to enjoy the success they are having in your class.

In this Episode, I talk about why you should flip your classroom and some of the best practices for how to do it. I discuss using Insert Learning or EdPuzzle as tools to help you identify student knowledge and differentiate your teaching and learning in the classroom, as well as provide advice on what to do when the students don't watch the video or do the reading before class. Listen to the audio above or read through the summary below.Flipped Learning by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityRough transcriptHi and welcome to episode 5 of the Effective Teaching podcast. Today I want to talk to you about flipped learning as an effective method for producing life-long learners.I have been flipping my classrooms since 2010 when I was first introduced to the concept. The idea just made sense to me… Get the students to go through the content before they come to class and then there is more time in class to do the fun things that I wanted to do as a teacher… at least that is what I thought.After I did some more research and a bunch of professional development I realised that it wasn’t just the fun stuff that I could do now, I now would be able to help my students when they most needed it. For so long, I had been giving lectures for most of my lessons and helping students know the content, but in reality, they didn’t need me to provide the content, they needed me to help with its application, critiquing and creating. My traditional approach had only really allowed my students to get the lower levels of Blooms Taxonomy, But they really needed me at the higher levels, the deeper thinking as Hattie says. Students can consume content on their own quite fine, learning new ideas, but they need help relating, applying and critiquing those ideas.This new perspective on flipped learning made me more committed to the approach as a meta-pedagogy. That is, I began to use it as my umbrella approach and now in my classroom, I could use project-based learning, critical inquiry approaches, case studies, collaborative tasks, and more. I now had time to prepare my students for exams and help them with assessment tasks.So…let’s talk about some of the best practices for flipping your classroom and creating life-long learners.Firstly, you will get better engagement from your students in the flipping if you tell them why you are doing it and teach them how to engage with videos or readings for learning, rather than for entertainment. This means teaching them to take notes, pause, rewind and re-read or watch sections. If you're feeling good, you could also send something home to let the parents know about this approach as well.Secondly, it is best if you make your own flipped content, whether that be videos or text, but you can also gather and use content from other places, such as textbooks, websites, youtube, Vimeo, Ted videos and more. You don’t have to do it all at once to start with.Next, you should find a way to check that your students have engaged with the content before class. This can be as simple as checking they have notes as they enter the room or using tech such as Insert Learning or EdPuzzle. The tech also allows you to check that they understood the content, which you will need to do before you do anything else in the classroom.The most important thing that you need to do when you flip your lessons is to change what you do in your classroom. If you have half your students not watch the video at home, for example, DO NOT then present the information to the whole class, this will stop the students who did watch it from watching next time. And don’t just give questions from a textbook. Remember, you now have time!I start by getting the students who didn’t watch my video at home to sit at the back with earplugs and watch the video. While they do that I do something fun with the rest of the clas..

In this episode, I examine how many teachers currently provide feedback and how this feedback can be improved. I discuss the importance of feedback being future focused and how to differentiate your feedback according to the stage of the learner.Effective Feedback by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityFeedback is importantAccording to Hattie’s research after analysing over 800 MetaAnalyses on teaching and learning Feedback is one of the most effective teacher activities when it is done well.Many of us provide feedback to students that is ignored on assessment tasksYou even might be providing feedback on drafts, and/or general learning happening in your classroomSome of you, like me, are using technology to provide fast feedback on student quizzes, such as Kahoot, Google forms, Socrative, or QuizletBut, is our feedback effective, are we improving the learning of our students and what’s more, are we helping them develop a love for learning?Students do not respond to feedback if they are given their markTry releasing the mark after they adjust the task based on the feedbackFeedback must be future focusedFeedback must be future focused and goal orientatedWhere are they, where were they, where are they headed and what are they doing next!Eg you can identify all the bones and muscles, which 2 weeks ago you didn’t know. This is great progress as we move towards being able to analyse movements. Next we need to work on being able to describe the different joint movements and muscular contractions.Feedback should focus on 1 thing they can improve next time they do something similareg) net time you critically evaluate a topic make sure you set up clear criteria to use in the evaluationProvide lots of positive feedback (5-1)Feedback must be specific to levels of prios konwledgeIf the topic is new to the student focus on correct and incorrect informationIf they know the content, focus on how they relate the content and the processes that are used in applying, critiquing, and creatingEg when comparing and contrasting try using words such as, “in contrast” or “similarly” and contrast each aspect in its own paragraphIf they are skilled in the topic then feedback should look to help them become more self-sufficient in checking their own workEg have a look at this example and this success/marking criteria and make a list of things you could improve for next time. ORCan you tell the difference between example A and example B. Which would you say is more successful and why?Your turnDuring each of your lessons today, tomorrow and this week, seek opportunities to provide future focused feedback for your students based on the learning goals.REMEMBER:Where are they, where have they come from, where are they heading and what are they doing next?Ensure your feedback is appropriate for where your student currently is, new, familiar or competent

In this episode, I discuss why we should be using and providing exemplars to our students and some of the best practices around how to use exemplars to improve student learning and help to create life-long learners.Exemplars by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityWhy ExemplarsExemplars show students what success looks likeThey are a great reference for feedbackThey help improve peer feedback and student self-assessmentThey work really well when they are directly connected to the learning goals/intentionsThey have a positive impact on students achieving successSuccess feels good and helps students to love learningHow to use exemplarsStart with an exemplar of what your students might produce as evidence of their learning by the end of your lesson, or by the end of this week.Creative writing pieceVideo explanationDramatic performance orA pamphlet they could createMake sure your learning goals or intentions are clearly evidenced in the exemplarEnsure students understand that they do not have to replicate what you have done, but should use it as a reference to check their workYou will use the exemplar to help you provide feedbackLevel upHave more than one exemplar using different methods for achieving the same learning goalAnnotate your exemplar, maybe use Screencastify and make a video explanation, or use the comments/track changes section of your document to put comments that help explain why the exemplar is so goodHave examples at different levels that you compare and contrast with your students to help them know what is required to move from where their first draft might be to where you want them to get toAs they progress, highlight this and celebrate it with them.Remember the more you celebrate their achievements the more they will develop their confidence in learning and the more they are likely to begin to enjoy the process.Create your ownPick 1 lesson or sequence of lessons, and create 1 exemplar that shows your students what success in that lesson or those lessons might look like.Make sure you show and explain the exemplar to your students so that they understand why the exemplar is a good example of successfully achieving the learning goal/sCelebrate students achievements, and use them as exemplars for each other.

In this episode, I discuss how I use diagnostic assessment to inform and differentiate my practice. I focus on the need to find out what your students already know so that you can design the learning path ahead to achieve the learning goals. Listen to the audio above or read the summary below.Diagnostic Assessments by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityCommon diagnostic assessmentsDiagnostic information from your learning support or special education faculty.You could use results from the year before or last termOften people use results from NAPLAN in Australia or your equivalent numeracy and literacy state testing.BUTIt doesn't have to be complicatedIt can be as simple as playing a game of Kahoot, or completing a short quiz on Google forms, Quizlet, Socrative or Quizziz.I love starting a unit by giving the students some prompts around the topic we are about to start and have them video themselves telling me anything they know related to the topic.Some great tools for this are: SeeSaw, WeVideo, a simple camera on any device or something like ScreencastifyThis task does not have to take long, BUT it must be used!I really don’t like teaching to increase test results, BUT that doesn’t mean that testing cannot serve a purpose or help you to provide better and more effective teaching and learning for your students.There is a huge problem if these simple quizzes do not affect your teaching and learning activities. That would be testing just for the sake of testing, which is a massive disservice to our students and will not help them love learning.These tests should be short and fun with the goal of providing you with an insight into what your students do and don’t know so that you can differentiate your learning designThis is important BECAUSEIf you don’t change your teaching then they are going to either find what you do with them too easy or too hard and both students will not learn how to learn or learn the skills needed to learn on their own.Instead, they will sit at the back of the class and disengage from the lesson, unit or even the subject as a whole.Use the diagnostic resultsIf your diagnostic testing is not used, you are bad a teacher as the person who doesn’t give them in the first place.Without some form of diagnostic check on where your students are at, you cannot properly set them challenging, yet achievable learning goals, or design the learning process to achieving those goals.As teachers, we need to know where our students are in order to design the path forward for them to achieve their goals and the learning goals for each subjectI love creating class profiles and including as much information about my students as possible.This includes any diagnostic test results from the learning support unit and results from previous years of testing.I love getting them to create videos about themselves and their goals, as well as what they actually know.Your turnGet some diagnostic evidence relating to what your students already know.Identify where they are at in relation to your learning goals and their’s SO that you can adjust your teaching practice to help them achieve the goals.So, if you haven’t yet, gather information from your learning support, and NAPLAN testing results to identify your student’s skills, BUT also do something that is specific to what you are teaching this term. Maybe a simple Kahoot, or a short video explanation based on some questions you provide. It can be anything, but the goal of it is to identify what they already know, and from where you should start to build.It doesn’t have to be much, but it needs to have an effect.

In this episode, I emphasize the importance of taking ownership of our time and prioritizing our needs. I discuss methods for communicating our constraints and negotiating alternatives with superiors. We have the power to make choices that align with our goals and not be trapped or victimized. By shifting our mindset and trying new strategies, we can improve balance in our lives. It is crucial to prioritize our own well-being and not feel obligated to do everything for others. I encourage listeners to reflect on these messages and consider my book, "Work Less Teach More".

0:00:00 Introduction to the Effective Teaching Podcast
0:00:18 The Impact of Mindset on Effectiveness
0:01:56 Setting Boundaries for Work-Life Balance
0:06:22 Taking Responsibility for Choices and Prioritizing Well-being
0:09:17 The Power of Making Choices
0:10:19 The Importance of Communicating Priorities
0:14:15 Taking Control of Your Time and Choices
0:17:35 Embrace the Power to Say No and Make Changes
0:18:37 Shift Your Mindset and Take Control of Your Life
0:20:33 Reflecting on Past Choices: Saying Yes to the Wrong Things

As the main speaker of the podcast/show, I discuss the importance of taking ownership of our time and making choices that align with our priorities. I stress that it is crucial to communicate our needs and constraints to our superiors, such as principals or head teachers, in order to negotiate alternative solutions that work for both parties. By asserting ourselves and explaining the implications of taking on additional tasks, others may reconsider their requests and find alternative solutions. I remind listeners that we have the power to make choices and take responsibility for our actions. While it’s important not to neglect our responsibilities as teachers, it is also important to set boundaries and prioritize our own well-being. I emphasize that saying yes to one thing often means saying no to something else, and encourage listeners to be mindful of the trade-offs they are making. I explore the idea that we often get in our own way by assuming something is impossible without even trying. I urge listeners to shift their mindset and be open to trying new strategies and approaches in their teaching. I emphasize that we have the ability to change our circumstances and that blaming others or external factors is not productive. I stress the importance of empowering students to take responsibility for their own learning and not feeling obligated to do everything for them. I acknowledge that being a teacher comes with certain responsibilities, but emphasize that it is still our choice to fulfill them and we can make choices that prioritize our own needs. I encourage listeners to consider alternative ways to fulfill their obligations and not be afraid to stand up for themselves. I also touch on the idea that if bosses excessively threaten their jobs, it may be worth considering finding employment elsewhere. Throughout the conversation, I continue to emphasize that listeners have the power to make choices and should not feel trapped or victimized. I remind them that they have the ability to make good choices that align with their goals and priorities, and that they should not be afraid to advocate for themselves and make decisions that prioritize their own well-being. I mention that this topic is extensively discussed in my book, "Work Less Teach More," and encourage listeners to reflect on the messages shared in this conversation and even consider listening to it multiple times. I acknowledge that I may tend to ramble at times, but stress the importance of shifting our mindset, evaluating the choices we have made, and making changes to improve the balance in our lives.

In the first episode, I introduce myself and explore the importance of setting learning goals as an effective teaching strategy to enhance student learning and help to create life-long learners. I also provide simple methods to make the learning goals explicitly known by your students. Listen to the audio above or read through the summary belowLearning Goals by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Join the Facebook CommunityIntro to DanTeaching since 2006Currently the Deputy Principal at my schoolI’m a Google Trainer and InnovatorPassionate about quality teaching and producing life-long learners like meWhy the Effective Teaching PodcastOur systems are so focused on testing that we have changed education to test preparationThis produces teaching that is habitual and often not engaging for our studentsEffective teaching is not about increasing test scores it is about producing life long learners so students are life readySo...I intend to provide a single effective teaching strategy with examples of how you can implement itI hope to interview teachers who are in the classroom and have effective strategies they are using. If that is you, please contact me through TeachersPD.netLearning GoalsWe should have learning goals for:UnitsWellbeingLessons andAssessmentsLarge goals should have subgoals, eg) units should have lesson goals etc that can be used to track progress and know the next steps in the learning process.These need to be clear and understood by the students. IPut goals on the boardOn slides I useOn resources, I hand outAnd talk through them at the beginning AND as we achieve themCelebrate the achievements B/C setting and achieving the goals is fun, but learning is hard.Set learning goals with your studentsHave a go. Start your lesson today by going through the learning goals that the students will achieve today. Put them on the board and tick them off, or in your slides at multiple points so check them offAND see if it improves their engagement and your knowledge of how they are progressing in their learning.

Dave Burgess is a world-renowned expert in education. His book, Teach Like a Pirate, was a New York Times bestseller. In this episode, Dan sits down with Dave to discuss how he would help students become lifelong learners. You can access the show notes at https://www.teacherspd.net/86

Learn how learning happens in the brain and what you can do in your classroom to leverage this information and make learning easier for your students. Dr Judy Willis is an M.D. in Neuroscience,  completed many brain surgeries over a 15 year period and taught in the classroom for over 10 years. Come and learn from her expertise.

Dan sits down with the amazing Ron Ritchhart to discuss how visible thinking routines help our students become lifelong learners.

Hyperdocs have been around for a while now and are a fantastic tool to use in your classroom. not only do they free you up as a teacher and help structure your lessons, they also enable students to develop the skills they need to become lifelong learners. In this episode, Dan interviews Lisa Highfill, one of the authors of the Hyperdocs Handbook and co-founder of all things hyperdocs.

Laura, host of the After the Bell with educatinglaura podcast, joins Dan to discuss how to leverage student learning styles or preferences to help students become lifelong learners.

The multi-award-winning Eleni Kyritsis joins Dan to discuss effective feedback, what it is, what it looks like and how it helps our students become lifelong learners. 

Win a TeachersPD membership while you learn about the importance of frameworks for student learning. This episode explores what a framework is, how they impact learning and provides practical tips to apply them in your teaching to help students learn.

David Ausubel said “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.”... But is he correct and how do you apply this to your classroom. Find out how in this episode with Dan Jackson

Assessment should replicate the real world, check for understanding, and match up with your learning goals and syllabus/curriculum outcomes. Find out how to create engaging and authentic tasks in just 4 steps.

I discuss the benefits of using distributed practice as a learning strategy. Dividing studying or revision into multiple sessions spread out over time has been proven to be more effective for long-term learning and memory retention. We explore various methods for implementing distributed practice in the classroom, such as utilising flashcards, regular review sessions, and peer teaching. By incorporating this approach, students can achieve better results and develop lifelong learning habits.

0:00:00 Introduction to the Effective Teaching Podcast

0:00:19 Introduction and Purpose of Distributed Practice

0:01:03 Explanation of Distributed Practice vs Mass Practice

0:02:43 Benefits and Examples of Implementing Distributed Practice

0:08:42 Simulations and Role-play for Classroom Engagement

0:09:45 Various Activities for Effective Learning and Revision

0:12:00 Implementing Distributed Practice for Long-term Learning

In this episode of the Effective Teaching Podcast, we explore the benefits of using distributed practice as a learning strategy. Distributed practice involves dividing studying or revision into multiple sessions spread out over time, rather than cramming it all in at once. Research has demonstrated that this approach is more effective than mass practice for long-term learning and memory retention.

By spending shorter, frequent periods of time on revision, students can achieve better results. The process allows for better memory consolidation and retrieval, leading to improved long-term learning. Examples of implementing distributed practice in the classroom include utilising flashcards, conducting regular review sessions, and incorporating spaced repetition techniques.

We discuss various methods for practising and revising concepts in the classroom. Quiz and flashcard usage, online quizzes, five-minute brain dumps, group concept mapping activities, and peer teaching sessions are all effective ways to embed distributed practice. Interactive quizzes, games, and reflective journal writing can also enhance students' recall, understanding, and application of knowledge. Engaging activities such as simulations, role-plays, interviews, puzzles, and gallery walks provide interactive learning experiences. Additionally, jigsaw activities, where students teach each other and distribute their learning over time, can be beneficial.

In our teaching approach, we emphasise providing students with opportunities to learn a skill and apply it in their own context. Group work allows them to apply the skill, and later, they come together in a jigsaw group to teach others how they applied it in their respective contexts. This not only aids in revision but also enables distributed practice, which is a more effective method for long-term learning and memory retention.

We also discuss the idea of having students use self-assessment checklists to reflect on their knowledge and identify areas that require more practice. This process encourages reflection and deeper thinking skills while helping students understand their own needs.

By incorporating distributed practice into our lesson plans and units of work, we set our students up for greater success in their learning journey. It also instils the importance of regular revision for solidifying knowledge in their long-term memory, making them lifelong learners.

We encourage teachers to incorporate distributed practice in their teaching and avoid giving a large chunk of study time right before exams. Instead, spreading out the study over time, whether in small increments each week or even less in each lesson, can help students retain information not just for exams but also for the long term.

To stay informed about our podcast and other valuable resources, please subscribe to our mailing list on teacherspd.net. We appreciate your support and anticipate sharing more valuable content with you in the future.

Learn the connections between gardening and teaching in this episode with Dan Jackson. He is a great lover of a good garden and discusses how matching seeds, plants, and conditions in much the same thing as he does for his students. All in an effort to ensure they thrive.

Learn this basic 4 step process to creating engaging lessons that meet your students where they are, hook them into the learning and connect with them in an authentic way.

Want to learn a basic 4 step process you can use to create programs that are coherent and targetted to your students. The type of program that works with your students and helps them achieve. Check out Dan's 4 step process to creating gourmet units of work. - Comes with a free Infographic

Getting to know your students is one of the greatest things you can do as a teacher. It helps develop rapport, and when you use this information to differentiate your teaching there is magic that can happen. Learn more about 3 easy ways you can get to know your students this week.

Coaches and mentors can have a huge impact on your teaching and as a result your students' learning. Learn 4 of the key benefits of a coach in this episode and how you can both improve your practice together. 

Discover how to make your first lesson of the year one where students feel welcomed, empowered and that enables you to develop their literacy from the very beginning with advice from Annette Gray.

Annette Gray is a literacy consultant and adviser. She has many years’ successful teaching experience in classrooms K-10 across Australia and in international settings. 

Learn how to set yourself up for a great year by establishing your workflow, preparing to meet your students and setting your own professional learning goals. Dan will discuss all this and make a short announcement regarding the future of the podcast and its focus.

How does James use school raves and cross-disciplinary learning to help engage his students and stimulate curiosity? Find out how he does this and uses raves to inspire his students to become lifelong learners.

Last week was my final week as Deputy Principal. I have absolutely loved my time at SEDA College and am looking forward to what next year brings. I would love to have the opportunity to work with you. Head over to www.teacherspd.net/workwithme to find out more.

In this episode, Dan interviews Katherin Cartwright from Primary Learning to talk about strategies she uses in Mathematics that help students become lifelong learners. 

I discuss strategies to improve productivity and efficiency in teaching. We focus on leveraging time constraints to enhance motivation and set realistic deadlines. I also cover the importance of concise feedback and provide tips for marking efficiency. Additionally, we explore techniques for prioritising tasks, utilising timers, and utilising AI tools to save time. Implementing these strategies can help teachers become more effective and efficient in their work. 

0:00:00 Welcome to the Effective Teaching Podcast

0:00:19 Introduction and Recap of Previous Episode

0:03:02 Using Deadlines and Setting Time Limits for Tasks

0:08:50 Setting Up for Efficient Marking

0:10:31 Three Steps to Faster and More Effective Marking

0:16:23 Three-step Process for Improved Productivity

0:17:33 Setting aside dedicated time to complete tasks efficiently

In this episode of the Effective Teaching Podcast, we delve into the topic of productivity and discuss various strategies to improve efficiency and effectiveness. I remind listeners about the 20 second rule from the previous episode and encourage them to apply it in their teaching practices. Additionally, I introduce a time hack from my book, "Work Less, Teach More," which focuses on achieving a work-life balance while being an effective teacher.

One key concept that I discuss is leveraging a lack of time to enhance productivity. I provide examples of how students tend to work harder as the deadline approaches, and I suggest applying this principle to our own tasks. By setting deadlines for ourselves well before the actual due dates, we can stay motivated and focused. I advise listeners to set time limits for completing tasks and move away from pursuing perfectionism. Instead, we should focus on the core essentials that have a significant impact on student learning.

To implement the time leveraging process effectively, I propose three steps. First, it is crucial to have a visible clock or timer to track time accurately. This visual reminder helps maintain our focus and motivates us to work efficiently. Second, we should stay fully focused on the task at hand, avoiding distractions that can derail our progress. Finally, it is essential to track our time, ensuring that we allocate the appropriate amount of time to each task.

We discuss the importance of setting deadlines and using timers to improve focus and productivity. Similar to how students feel a sense of urgency during exams, having a visible countdown can motivate us to finish our tasks on time. By setting shorter deadlines than usual, we incentivise ourselves to work more efficiently. Additionally, I suggest scheduling activities after the deadline to hold ourselves accountable. These strategies not only increase our effectiveness but also result in higher quality work.

Moving forward, we touch on the significance of providing concise and focused feedback instead of nitpicking minor errors. This approach saves time while allowing students to better understand and improve upon their work. For more information on effective feedback processes, we refer listeners to previous podcast episodes.

In the next segment of the podcast, we recap the steps to enhance marking efficiency. Step one is to ensure a visible clock or timer is present and decide on a time limit. By challenging ourselves to finish marking in half the usual time, we push our productivity levels. The third step involves racing against the clock as we mark, tracking our progress and ensuring timely completion of specific tasks. Setting a timer helps us stay focused, provide better feedback, and make faster decisions. To add an element of fun and further boost focus, we can compete with friends or colleagues to see who can mark the most in a given time. This friendly competition enhances our determination to complete marking effectively and efficiently.

Switching gears, we discuss a three-step process to improve overall productivity. One of the steps involves setting a timer when checking emails in the morning, limiting the time to a maximum of 20 minutes. This helps prioritise tasks and maintain focus. We also recommend scheduling important and urgent tasks for later in the day when energy levels are higher. Setting specific timeframes to complete tasks helps avoid distractions and increase efficiency. Additionally, utilising AI tools to create resources can be a valuable asset in saving time. We encourage listeners to dedicate specific time to complete tasks and set clear goals for what they aim to accomplish within that timeframe. By focusing on the right tasks and delegating data entry responsibilities, teachers can improve productivity and effectiveness.

Overall, implementing these strategies can help listeners get things done faster and become more efficient and effective teachers. Don't forget to subscribe to the podcast for future episodes as we continue to explore ways to improve productivity in education.

In this episode, Dan interviews Kirsten Lardner a grad student from the University of Woolongong to talk about her recent lessons using escape rooms and orienteering to help students engage with learning and become lifelong learners.

In this episode, Dan interviews Jay McTighe, author of Understanding by Design, and education consultant. This is the third episode of a 3-part series looking at the Understanding by Design Framework. In this episode, Jay focuses on "planning learning experiences".

In this episode, Dan interviews Jay McTighe, author of Understanding by Design, and education consultant. This is the second episode of a 3 part series looking at the Understanding by Design Framework. In this episode, Jay focuses on "Determining Evidence of Learning".