66 episodes

Dan Jackson discusses effective teaching strategies to create life-long learners in your classroom. He describes suggested methods and techniques to easily implement these strategies with a focus on promoting learning, rather than simply improving test scores. With a focus on the why and how along with a call to action at the end of each episode, you leave with easy to apply effective teaching strategies for your classroom.

Effective Teaching Daniel Jackson

    • Courses

Dan Jackson discusses effective teaching strategies to create life-long learners in your classroom. He describes suggested methods and techniques to easily implement these strategies with a focus on promoting learning, rather than simply improving test scores. With a focus on the why and how along with a call to action at the end of each episode, you leave with easy to apply effective teaching strategies for your classroom.

    Episode 66 Escape rooms and orienteering with Kirsten

    Episode 66 Escape rooms and orienteering with Kirsten

    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.Episode 66 Escape rooms and orienteering with Kirsten is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. 



    Join the Facebook Community



    Coming up with fun engaging lessons is always a great way to set students up to enjoy earning and become lifelong in this endeavour. Kirsten's lessons using escape rooms and orienteering are just an example of some fantastic lesson ideas to help engage students with their learning.

    Video show

    https://youtu.be/yFsCP2n-qPw

    Show Notes

    Episode HighlightsKey Point #1: What were your lessons like?students were solving problems and detailing how much sugar was in various drinks etcstudents showcased a deep understanding of the content and were engagedorienteering was held on the back oval, with students navigating and learning to use a map to find words relating to teamwork.Key Point #2: How does it help them become lifelong learners?Fun engaging learning activities like these help students identify new areas of knowedge and skill that they may like to explore furtherthe students enjoy their learning and engage with it, making them more likely to succeed and identify as learnersenjoying learning helps them become lifelong learnersKey Point #3: where can the listeners start?Do some research and find great resources or use Kirsten's 

    Resources



    Visit the escape room website





    Breakout EDU



    Transcript

    Well hi everyone and welcome again to the Effective Teaching podcast, I'm your host Dan Jackson and today is episode 66. And today I'm going to be talking with Kirsten who is a graduate student from the University of Wollongong. She's actually currently looking for a job for next year, in 2021, so if you have a position for a PDHPE teacher I highly recommend that you get in contact with Kirsten I'm sure she would really much appreciate that. Now I'm gonna say, I was chatting to Kirsten in the TeachersPD Facebook group. I put up a post just about, you know, let's celebrate teachers who have tried something new and, you know, how it went and she put up a comment about how she had done a lesson recently where she had done some an escape room and some orienteering with her year eight classes and so I thought it would be a fantastic thing to have her on the podcast to talk about what she did how it went and to talk about how that then links in with lifelong learning. So, thank you so much for joining us Kirsten.Thank you it's good to be here.So, Kirsten can you just tell us a little bit about your escape room activity that you ran with your your eight PDH class?Yep sure, so I decided to run an escape room with my year eight class and it was, it was nutrition themed, because I thought that that would allow me to develop a lot of activities and allow them to really explore the content in depth. They had already gone over some of the content of nutrition in term one so revisiting that in term four as well I felt was a good way to just solidify and deepen their knowledge of certain content in that. So, how it worked do you want to know how it worked?Yeah yeah tell us. Okay. So how it worked was ideally I would really want to develop these missions where I would put them in an envelope and hide the envelope within a classroom and then the students in groups, in small groups of about four to five, would find these envelopes around the classroom and then do their particular mission. But it didn't work out that way for me as teachers you know might find especially not having a particular room so what I ended up doing was not hiding anything be

    • 17 min
    Episode 64 How to plan learning

    Episode 64 How to plan learning

    In this episode, Dan interview's 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 in on "planning learning experiences".Episode 65 How to plan learning (Part 3 of the Understanding by Design Series with Jay McTighe) is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. 

    Grab your workbook, complete it and submit it for 3 hrs of professional development. A certificate of completion is also provided. Please submit your workbook here.



    Submit your Workbook here







    Join the Facebook Community



    Unit design can be difficult and time consuming for many teachers. In this series, Dan interview's Jay McTighe and walks you through the 3 step framework from Understanding by Design. In this episode, you can discover how to plan engaging and authentic learning experiences for your students that help them to be successful learners using the Understanding by Design Framework.

    Video show

    https://youtu.be/7kMefZg2SJ4

    Show Notes

    Episode HighlightsKey Point #1: Can you quickly remind us what we have covered so far?Goals and subgoalsUnderstandings not just knowledgeEssential questionsKey knowledge and skillsPerformance tasksOther EvidenceSelf-Assessment and reflectionKey Point #2: Well this week we are planning learning experiences, and here you use the acronym WHERETO can you break this down for us?Students know Where the unit is headedHook them inEquip the students to learnProvide opportunities to rethink, reflect and reviseEvaluate progressTailored for each studentOrganised for depth of understandingKey Point #3: Why is this approach effective in creating not just “gourmet” units, but also in training our students to be effective lifelong learners?Understanding by Design can be used to focus on the skills needed to help our students become self-sufficient learningIt allows us to focus on the skills of learning and transfer fo knowledgeIt has self-reflection built into the process to enable students to become better learnersPowerful Quote from This Episode"This approach has been one of the things that's really helped me with my programming and my unit design to create really fantastic units of work and I've got to say it really works it really does help to change the way that you're teaching and to help your students to become lifelong learners and to be able to transfer their understanding and their learning into other contexts particularly into their life context" - Dan Jackson

    Resources



















    Go to Ep 63 How to set desired learning results









    Go to Ep 64 How to determine acceptable evidence of learning





    Visit Jay's Website



    Transcript

    Hello everyone and welcome again to the Effective Teaching podcast we are up to Episode 65. So, if you want the show notes etc head over to teachespd.net/65. This is our last episode in a three-part series where I've been talking to Jay all about his Understanding by Design framework. Thank you so much for joining me again Jay.A pleasure to be with you dan and hello to any of the listeners who were with me in previous episodes.So, so far Jay we've covered designing learning results and how to determine the kind of evidence that matches up with those design results. Can you again just quickly give us a quick recap of what we've learned so far in our first two episodes before we dive into planning learning experiences today?Sure,

    • 23 min
    Episode 64 How to determine acceptable evidence of learning

    Episode 64 How to determine acceptable evidence of learning

    In this episode, Dan interview's 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 in on "Determining Evidence of Learning".Episode 64 How to determine acceptable evidence of learning (Part 2 of the Understanding by Design Series with Jay McTighe) is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. 

    Grab your workbook, complete it and submit it for 3 hrs of professional development. A certificate of completion is also provided. Please submit your workbook here.



    Submit your Workbook here







    Join the Facebook Community



    Unit design can be difficult and time consuming for many teachers. In this series, Dan interview's Jay McTighe and walks you through the 3 step framework from Understanding by Design. In this episode, you can discover how to determine acceptable evidence of learning. This includes success criteria, skilled performance and knowledge evidence.

    Video show

    https://youtu.be/riBCmEdbJgo

    Show Notes

    Episode HighlightsKey Point #1: Can you quickly remind us of the first stage and the 4 points?Goals and subgoalsUnderstandings not just knowledgeEssential questions Key knowledge and skillsKey Point #2: Well this week we are looking at determining acceptable evidence. Can you walk us through the 3 steps in this process?Performance tasks - How do they differ from normal tasks?Other EvidenceSelf-Assessment and reflection - Why is this so important?Key Point #3: How could one of our listeners apply this stage this week in their classroom?Think about one performance task that requires application and explanation that matches your unit goals Create some success criteria for a lesson or series of lessons with your students.Powerful Quote from This Episode'Good assessment should be thought of, not just as a single picture, but as a photo album... When we think about assessment, think about it as plural. Think about it as a collection of evidence amassed over time that will enable teachers to make inferences about what students know, understand and can do.’

    Resources















    Visit Jay's Website



    Transcript

    Well, hi everyone and welcome back to the Effective Teaching podcast. This is episode 64, and today we are continuing our discussion with Jay all about the Understanding by Design framework if you didn't get a chance to listen to last week's episode, do make sure you head back over to episode 63 and if you want the workbook for this week, for the whole series of episodes or podcasts that I'm doing with Jay make sure you go to teacherspd.net/64 and you can grab your workbook there for the series and obviously if you complete that and give it back to me I'll give you three hours of NESA accredited professional development or if you're not from NSW you'll also get a certificate of completion for going through this.So Jay, can you quickly just give us a really quick recap of last week's episode all about stage one? Yes, hello again Dan and listeners last week I described an overview of the Understanding by Design framework and then I talked about stage one, one of three stages in our quote backward design process in a nutshell Understanding by Design is a curriculum planning framework used to plan units an entire year or course or even programs of study that cut across the grades with a focus on developing and deepening student understanding, ultimately so students can transfer their learning and we use a three-stage design process to plan such curriculum.The last session I talked about stage one of backward des...

    • 19 min
    Episode 63 How to set desired learning results

    Episode 63 How to set desired learning results

    In this episode, Dan interview's Jay McTighe, author of Understanding by Design, and education consultant. This is the first episode of a 3 part series looking at the Understanding by Design Framework. In this episode, Jay provides an overview of the framework and then focuses in on "Desired Results".







    Episode 63 How to set desired learning goals (Part 1 of the Understanding by Design Series with Jay McTighe) is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. 

    Grab your workbook, complete it and submit it for 3 hrs of professional development. A certificate of completion is also provided. Please submit your workbook here.



    Submit your Workbook here







    Join the Facebook Community



    Unit design can be difficult and time consuming for many teachers. In this series, Dan interview's Jay MCTighe and walks you through the 3 step framework from Understanding by Design. In this episode, you can discover how to identify and set desired learning results. This includes setting learning goals, considering transfer goals and creating essential questions.



    Here are three reasons why you should listen to the full episode:





    Learn the difference between knowledge and understanding



    Understand why defining your desired results is the place to begin your unit design process

    Learn to use the Understanding by Design framework to design your units to help students transfer their knowledge



    Video show

    https://youtu.be/kCxV7YO4Ieo

    Show Notes

    Episode Highlights

    Key Point #1: Why would a teacher want to use the Understanding by Design framework?



    We are preparing students for an increasingly complex interconnected and unpredictable world

    This requires understanding



    Key Point #2: What is the Understanding by Design framework



    Understanding by Design is a curriculum planning framework that prioritises transfer of learning

    3 stages for teaching and assessing for understanding and transfer.



    Stage 1 - identifying desired results

    Stage 2 - what evidence of learning understanding and transfer do we need

    Stage 3 - plan the learning experiences









    Learning is enhanced when teachers think purposefully about curricular planning.

    The Understanding by Design framework helps focus curriculum and teaching on the development and deepening of student understanding and transfer of learning

    Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. 

    Effective curriculum is planned backwards from long-term, desired results 

    Teachers are coaches of understanding

    Regularly reviewing units and curriculum enhances curricular quality and effectiveness,

    The Understanding by Design framework reflects a continual improvement approach to student achievement and teacher craft.



    Key Point #3: The first stage is Identifying the desired results, which is where we are focusing our efforts today. What are the key steps to this approach?







    Goals and subgoals 

    Understandings not just knowledge

    Essential questions How do you design these?

    Key knowledge and skills



    Key Point #4: How do you see this part of the approach helping students to become self-sufficient learners?



    What "understandings" do students need to be self-sufficient?

    Ability to research

    Ability to provide and receive feedback



    Key Point #5: where would you recommend a teacher begin with this?



     Create units using the titles "A study in..."

    Design essential questions around these



    Powerful Quote from This Episode

    • 24 min
    Episode 62 4 Easy Teaching Strategies to Develop Literacy When Reading

    Episode 62 4 Easy Teaching Strategies to Develop Literacy When Reading

    In this episode, Dan talks four easy teaching strategies to develop literacy when reading







    Episode 62 4 Easy Teaching Strategies to Develop Literacy When Reading is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. 

    Grab your workbook, complete it and submit it for 1 hr of professional development. A certificate of completion is also provided. Please submit your workbook here.



    Submit your Workbook here







    Join the Facebook Community



    Literacy is crucial in a child’s development. It is the foundation for lifelong learning and a strong sense of well-being. Thus, educators have a pivotal role in developing literacy among students. Every educator should take the challenge to find more ways to make literacy fun, engaging, and developmentally appropriate.

    In this episode, you will learn four easy teaching strategies to develop literacy when reading. In our world today, it may be quite a challenge to develop literacy in children. Hence, we must keep exploring new strategies and techniques that could make learning easier and fun.

    Tune in to this episode to learn new strategies that can enhance literacy in reading.



    Here are three reasons why you should listen to the full episode:





    Learn four easy strategies to develop literacy.





    Discover simple but straightforward literacy activities to use in the classroom.





    Earn a certificate of completion and an hour of PD by applying what you learn in the workbook provided.





    Video show

    https://youtu.be/Sxae8Vul_Rg

    Show Notes

    Episode Highlights

    Strategy #1: Punctuated Reading





    Instead of asking students to read one sentence each as a class, change the reader every time there is a punctuation mark.





    Punctuation reading helps students know when there should be a pause in reading.





    Pausing, when coming across punctuation marks, also helps students understand the text better.





    The goal of this strategy is to learn the purpose of punctuation and better understand the text.





    Strategy #2: Post-It Notes Summary





    This strategy requires little post-it notes.





    Give seven or more post-it notes to each student depending on the length of the text. Ask them to write one key point from the reading for every post-it that they have.





    Then, ask the students to pick their five best key points from the ones they wrote.





    Afterwards, pair the students up and ask them to exchange their key points, and then pick the best five among the ones they’ve come up with. You can do the same process multiple times.





    This strategy helps students understand the main points of the reading.





    Strategy #3: Highlighting





    Encourage students to highlight, underline, or circle essential bits of a text. There are two things you can ask your students to highlight.





    First, make them highlight specific parts that are repeating the same key idea. This helps students identify the main points in the text.





    Second, ask the students to highlight conjunctions. This helps them identify reasons and other relations in the text.





    Strategy #4: Prediction Bingo





    Let your students make a 3x3 grid, and then ask them to predict and write words that may come up in the text based on the heading.





    The words they predict for the bingo must have at least four letters. Avoid words like if, at, end, etc.





    Predicting helps students further think about what the heading means.





    5 Powerful Quotes from This Episode

    • 12 min
    Episode 61 3 Ways to Differentiate Your Classroom

    Episode 61 3 Ways to Differentiate Your Classroom

    In this episode, Dan talks about differentiated teaching, a method for using different approaches for students at varying learning levels based on a standard.







    Episode 61 3 Ways to Differentiate Your Classroom is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. 

    Grab your workbook, complete it and submit it for 1 hr of professional development. A certificate of completion is also provided. Please submit your workbook here.



    Submit your Workbook here







    Join the Facebook Community





    Students learn at varying paces, depending on how educators teach a lesson. Some might catch on quickly with a lecture, while others may understand a concept better through other methods. The regular classroom setting, however, does not often account for this variance.



    This one-size-fits-all approach can spell trouble for many students. When education is inflexible, some may struggle and fall behind. Differentiation is one way to address this. In this episode, you will learn about differentiated teaching, a method for using different approaches for students at varying learning levels based on a standard.



    Learn how you can apply differentiation in your classroom by tuning into this episode!

    Here are the three reasons why you should listen to the full episode:



    Learn the three types of differentiation.

    Discover how to create a resource that combines all three types to guide you and your students on the learning journey.

    Earn a certificate of completion and an hour of PD by applying what you learn in the workbook provided.



    Video show

    https://youtu.be/Bw1Ib5wSTEc

    Show Notes

    Episode Highlights

    Differentiate the Content





    To get an idea of what your students know so far, have them complete a diagnostic assessment at the beginning of the lesson.





    Classify them into two to four groups depending on their level of knowledge.





    Design individual lessons appropriate for each student group’s level.





    You can colour-code the lessons so that each group knows what instructions are for them.





    The class can organise themselves in their groups so that you can easily give them further instructions or advice as they work on their activities.





    How You Can Do This





    Dan applies this when teaching seniors. He divides them into two strings based on their level of prior knowledge and the goals they want to achieve.





    Recognising that some students want to achieve high marks and some only need to pass the course, Dan creates activities to meet them where they’re at.









    He adjusts not only the amount of work but also the depth of work.





    NAPLAN results, as well as what you know of your students, can inform your approach to their learning.





    Listen to the podcast for more examples of adjustments you can do!





    Differentiate the Learning Process





    Differentiating the learning process means providing students with different ways to learn and apply the content.





    When planning your lesson, consider what your students may prefer or need.





    Certain skill-based content will have specific processes; you can still differentiate these processes by providing various contexts.





    How You Can Do This





    You can give a collaborative learning activity to excelling students while providing direct instruction to those who need more guidance.





    You could also use the modelled teaching approach, where you illustrate the process while students follow along.

    • 16 min

Top Podcasts In Courses

Listeners Also Subscribed To