How to teach others - What you need to know - Part 1/3 | Niklas Kleberg | Skillshare

How to teach others - What you need to know - Part 1/3

Niklas Kleberg, Teacher, Musician and tech-savvy

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9 Lessons (40m)
    • 1. Introduction - How to teach others - Part 1

      5:01
    • 2. Assessment for Learning - Formative- and Summative Assessment

      3:57
    • 3. Relational learning

      5:56
    • 4. Feed back, Feed up and Feed forward

      2:46
    • 5. Unified foundation of knowledge

      3:10
    • 6. Peer assessment and Self assessment

      5:18
    • 7. Preunderstanding - Meet the students were they are

      3:10
    • 8. Class Project 1/3 - Planning your own project, class or course

      8:01
    • 9. Final thoughts part 1

      2:35

About This Class

              

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This three part course will give you a good overview of pedagogy methods, theories, tools and practical tips regarding teaching others, in real life or on the webb.

The three courses will have different types of orientations and projects, but will also be closely connected with each other and have projects that will help you evolve as a teacher. I must emphasize that you will have the best experience and progression if you take the courses in chronological order.

Here is an overview of the three courses.

How to teach others - What you need to know - Part 1/3:  (This class)

  • Assessment for Learning- Formative and Summative Assessments
  • Relational learning
  • Feed up, Feed back, Feed forward
  • Unified foundation of knowledge
  • Peer assessment and Self assessment
  • Preunderstanding - Meet the students where they are
  • Project 1/3 - Planning your own project or course

How to teach others - What you need to know - Part 2/3:  (Click here to go to this class)

  • The importance of reflection and evaluation - and how to use it
  • The importance of varied forms of learning
  • The importance of metalanguage
  • Discussion models - Venn Diagram and Circulating Beehive
  • No hands up and collective answers
  • Lesson planning - How and Why?
  • Project 2/3 - Plan your own lesson

How to teach others - What you need to know - Part 3/3:  (Click here to get to this class)

  • The importance of source criticism
  • Low-impact treatment
  • The importance of student participation
  • How to construct and correct tests - Formative method
  • Collegial cooperation and interdisciplinary learning
  • High expectations and cognitive challenges
  • The Project 3/3 - Evaluation of project 1 and 2 - Try it out and get constructive feedback

If you find any of the videos especially interesting I will be happy to make a more detailed class on that subject. There is always much more to say about all of this, but this three part course will give you a solid base to stand on regarding pedagogy theories, methods and practical use.

          

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Transcripts

1. Introduction - How to teach others - Part 1: hello and welcome to this three part cause with the title. How to teach others. What you need to know. This three part cause will give you a good overview off pedagogue and methods, theories, tools and practical tips regarding teaching others in real life or on the Web. It will be suitable for you if you work or want to work as a teacher if you want to hold your own courses or if you want to learn how to teach others overall. But who am I? And what qualifies me to teach you about pedagogy and did tactics? My name is Nicolas, and I work full time as a teacher here in Sweden. I have a master's degree in pedagogy from Gothenburg University and Academy of Music and Drama in Gotham, and I have been teaching for 10 years in the Subjects Off Music, Crofts, drama and history. I am also specialized in computer science and development and also in research regarding formative and some motive evaluation off students knowledge. This is the first part off the three courses. Every part will consist off several lessons and will have different types of orientations and project, but they will also be closely connected with each other and have projects that will help you evolve. As a teacher, I must emphasize that you will have the best experience and progression. If you take the courses in chronological order, I will now give you the class outline. We will, of course, start at the beginning. First course will entail these specific topics assessment for learning, formative and some motive assessment. This is a very important subject that will help you immensely on your journey as a teacher . Relational learning. This will address your sentiment regarding your students. Feet up, feedback beat forward. So important you surely have heard about feedback. But there is more to this than you may think. Unified foundation off knowledge. How do you and your students relate to knowledge and how can you get the same understanding regarding this peer assessment and self assessment Assessment is a big part off the learning process, but it can also take many forms re understanding. Meet the students where they are. Everyone in your class is a different individual, and we must take this into account in every group with teach Project one out of three landing your own project or course in the first project, we will plan our own course class or project. We will later juice this in the next project after we have gone through course, two out of three. Here is a quick overview off the other two courses. In the second part, I will speak a little about these topics, the importance of reflection and evaluation and how to use it. The importance of varied forms of learning, the importance of metal language discussion models, then diagrams and circulating beehive. No hands up and collective answers, lesson planning, how and why and finally the second project where we will use our first project to plan a new lesson. The third course will entail the following parts the importance off source criticism, no impact treatments, the importance of student participation, how to construct and correct tests, formative method, illegal cooperation and interdisciplinary learning, high expectation and cognitive challenges. And lastly, we will have the third project evaluation Off Project one and two. I will end every part with some final thoughts and tips. If you find any of the videos especially interesting, I will be happy to make a more detailed class on any of the subjects. There is always much more to say about all of this. But these three part cause will give you a solid based stand on regarding pedagogy did tactics, theories, methods and practical use. So I will see you in the next video. 2. Assessment for Learning - Formative- and Summative Assessment: Welcome to this video regarding assessment for learning in this first part of my Siris on how to teach others, we will take a closer look on how to use assessment. Four. Learning instead of using assessment off learning. There is a big difference there on. I will be your humble guide on this journey so way will begin at the top. What is the difference between assessment four Learning and assessment off Learning To really get to the root of this question, we have to begin asking ourselves what is assessment. To answer this question, we start by splitting it up into two different forms of assessment, namely formative assessment and some motive assessment. Some motive assessment can be described as a final assessment. Something has been done and a final assessment is made by, for example, a teacher. Another example could be that a student is done with a specific course or task and will now get her or hiss final grade. It is the word final that is the core word in this type off assessment. Formative assessment, on the other hand, has the word progress as its core word, and always focus is to give the student. The best conditions to grow into advance in the subject task and or skill formative assessment and formative learning will take place when the teacher and the student work together and uses tools as, for example, peer assessment, different types of feedback. Discussions about the foundation of knowledge. Why do we learn something and relational learning? Throughout this course, I will guide you through all of these different types of tools and explain them in detail. But for now, we will just state the facts that if the students and the teacher worked together thoughts a common goal, they will both get much better results. Current research tell us that success factors linked to formative learning and assessments are efficient feedback. The students are engaged in their own learning process. The learning process are adapted to the results of both forms off assessment, formative and some motive. The students are training to assess their own capability. The students are aware off what is expected of them and how they can improve that the students have enough time for learning and also get several chances to improve and show their skills. I will add, though that there is no contradiction between some motive and formative assessment, both of these types of assessments are needed. For example, we could use some motive assessment to make formative decisions. Use both types when needed, but also know when to use. Which one. Do you have any questions regarding this video? Feel free to comment in the comment section or send me a message. I am very interested in what your thoughts are regarding this video. Now we will dig deeper into different types of methods to juice regarding teaching. Others. Let's move on to the next video. 3. Relational learning: it is now time for the second video regarding how to teach others. Last time we touched on the subject assessment for learning, which, in my opinion, is an essential aspect for an a teacher to have a good understanding and knowledge. About this time, though, I will talk about something that is also a very important aspect off teaching others, namely relational learning and thus less time. We will begin with a question. What is relational learning? Or, as it also can be called relational pedagogy? Relational learning takes a holistic view on knowledge, care and education, which are integrated together. If we look back at our lives, we often see that if a relationship had trust, care and creativity in its core, it also thrived the most. This is true in all forms of relationships. I am not saying that we should be friends or pouts with our students. Know it is very important to have a clear line where you are. The teacher and the students stay on the other side off that friendship line. Otherwise, it will be hard for you to be objective in your assessment and or teaching methods. But I am saying that we as teachers and care for our students and help them to evolve and grow as much as possible. We also want them to trust us, and we should be able to trust them. I can't help to quote Joey in that Friends episode, saying it's all about giving and receiving, receiving and giving many young people as a misconception about what respect is and how it waas. Respect is not fearing another human being and to be afraid off some consequence. No respect is about a feeling off admiration for someone or something elicited by their abilities, qualities or achievements. Therefore, we as teachers should be good role models, don't you think? Sometimes we talk about four levels of relational learning. I will now refer to Eunice a splint and Stan Patterson's book about relational pedagogy. And yes, they are from Sweden S. M. I. First, we have educational meeting. On a fundamental level, Relational learning stands for a meeting between two people, which one part will help the other part to grow and evolve. They both share the process and that reacts to each other. Teacher assesses the situation and adapts the lessons to help students move further we'll talk more about this in the video regarding different forms of feedback. Second level is educational approach. This level focuses on the teacher's ability to stimulate the students learning process in an educational context. Communication is the core word in this level to create this type of context or learning situation. We could work on our classroom climate, which I will talk more about in another video. But we could also focus on mentoring, parent teacher, student conference or student care with focus on both mental and physical health. In short, you could say that this level focuses on knowledge that grows in the communicating space between teacher and student air go formative learning rather than something passing from one person to the next without reflection. Level three is educational movement. In short, you could say that this means that students moved through different types of social gatherings and educational environments. All of these types of environments are led by professionals that are also planning it all. With relational learning in mind, Professional talks with colleagues are important to grow us a teacher. The final level educational theory in short, pedagogy off relation. In this level, we est aegis see the benefits off, keeping an eye on new research regarding relational learning both nationally and internationally. I will speak more off how to apply these types of pedagogy further head in this course. But if you have any questions regarding this video, feel free to comment in the comment section or send me a message. Now let's get on with the next video. 4. Feed back, Feed up and Feed forward: In this video, we will get more hands on on how to use formative methods in an educational setting. As previously has concluded, both the students and the teacher get much better results if they work together towards a common goal. It is in the formative dialogue between the students and the teacher that really can get these good results. Ah, handy educational tool to accomplish this is different types of feedback. We will divide these types into three categories that work together. Feedback beat up and feet forward. If you give a student feedback, you talk about where they are in their learning process. At the moment you are here now, and these are your results. After this, we moved two feet up. Where are you going now? What is your goals? What is the next step in the students development? Be sure to communicate this well so that both you and the students are on the same page. Lastly, we have feet forward. How do we reach our goals? What methods, tools and or theories can we use to move forward? This is an important step that is best accompanied by discussions regarding why we learn certain things I will speak more of this in the next video titled Unified Foundation of Knowledge. Through my own school years, I often only got the first category of feedback and therefore the education was mainly summited in its form. We need all three forms of feedback to move forward in a formative manner. We will now connect this feedback tool to the next video about the foundation of knowledge . But if you have any questions regarding this video, feel free to comment in the common section and or send me a message. See you in the next video. 5. Unified foundation of knowledge: a unified foundation of knowledge for the grand sentence, but nevertheless it is very important. In short, we could say that this is an educational tool that answers the question Why research shows that students and a teacher have regular conversations regarding knowledge. It would greatly benefit insults. For example, you could work with these types of questions. Why do we have to learn this? What is it good for? How would it be useful in the future? What is knowledge? How much do I already know about this subject? How can we work with this together? Which form of assessment will be used? Can we show our skills in different ways and so forth? The importance of why should never be underestimated when it comes to the students motivation regarding learning new things. These types of talks will ultimately give the student and the teacher a unified foundation of knowledge guarding, for example, knowledge, education, learning, assessment and subjects. If you have the opportunity to also plan someone the education together with students, this will also benefit your results greatly. Research shows that students that arm or involved in their own learning process will get much better results than students that all if all of the teachers lesson U. S a teacher, know the task, skill or curriculum that all schuettler. But if you in some way could plan a portion together with your students, it will give you a long way. Maybe you could plan the time frame or some form of assessment or test. Let us always. I am only a guide. How do you accomplish these things If you choose to use the methods is entirely up to you. Have any questions regarding this video? Feel free to comment in the common section or send me a message onward to the next video. 6. Peer assessment and Self assessment: in this video, we will get to know the methods off peer assessment and self assessment A little better. As always, we will start at the beginning. What is peer assessment doesn't mean that the teacher just takes a break from teaching to let the students assess each other's performance instead. No, that's not how it works. But students will have a big role in this form of assessment s tail with shoot on the take part in their own learning process. To make this a bit more down to Earth, I will give you an example on this court assessment when I use pay assessment in my own classes. It could look a little like this when I start a new project or task and make sure to tell the students, among many other things, that we will speak more about regarding lesson planning later on that it will contain peer assessment. In this scenario, we could picture that the students have been working in different groups and have all learned to play a new song off their own choosing in pop and rock ensemble. Fast forwarding to the last day of the project, the first group takes their place on stage and performs this song in front of the other groups is sure to know that U. S A teacher assesses both the people on stage and those in the audience Often this performance the teacher, me in this case, if the word to the audience using this simple method two stars in the wish. What this means is that the students in the audience will give the group their assessment in the form of two good things. They did a k a, the stars and one thing they could work on until next performance. I wish it could let all of the students in the audience on. So if the word by random, let them raise your hands. Four, let them answer as a group. How you do this depends on the group and how familiar they are with this form of assessment . It will get easier with time. It is off out most importance that the wish is in the form of constructive criticism or else this will not work properly. The teacher is always present and are helping the students along the way. During this process, when the audience have said all that was on their minds. The teacher let the group that played the song assessed their own performance self assessment, using the same principle to stars and wish. Hopefully, you'll have a good discussion and a fun learning session together and be sure to lift their spirits if they are not so pleased with their own performers. We learn by failing from time to time, and it has to be okay to do so. Lastly, the teacher gives his or her first old formative assessment feedback feed up and feed forward, and it's them time for the next group to take their places on the stage. And hopefully they now have a lot of new tips to make yourself when playing their instruments. Then why should it use this type of assessments? Here is why it will help the students to improve their meta cognitive skills. It gives the students instant feedback. It gives the students time to contemplate their own learning process. It saves the teacher time. It gives the teacher good opportunity to use and teach assessment. It helps the students to understand different levels off qualities. It can show the students how to solve same task in different ways. It would give the students a clear picture off how they can improve. The method can be adapted to almost all forms of learning processes. For example, it could be used in writing when several students share the same documents with the teacher . There is always much more to say about this, but this is the fundamental process of Pierre, and self assessment is sure to let me know. If you want to know more about this, you can now continue to the next video. 7. Preunderstanding - Meet the students were they are: this video will take a different form than the previous videos. I will address the fact that your students all will have different forms off pre understanding one day. Enter your classroom or online course, for that matter. Let's say that you are teaching the students about the different types off fish living in a specific lake. Off students know what fish are, but I don't know anything about different kinds of fish or how they function on the water. Some of the students are used to fishing in this bad time, but only half of them have been fishing in the lake. The other half of the fishing students on Lino both fish from the sea. Some off the students have been to the lake you're talking about so they can picture it very well. Two students in the group have never heard of this strange creature you call fish so they can't even pictured in their heads and so on. If said, teacher now ignores this fact that the students also are individuals with different backgrounds and therefore begins by explaining why fish have gills. He or she will have already lost many of the students, all of these students have different kind off pre understanding off the subject, your teaching and if it's your job as a teacher, to acknowledge and adapt your teaching methods accordingly. This is not an easy task, but it is a one off the most essential things that makes us good teachers. If we don't adapt and change our teaching methods after the fact that students have different kinds of pre understanding, we will have a big problem both with the group but will also lose a lot of students in the course along the way. But it is time consuming is something that I'm her teachers say many times it is understandable that you may think this way, us even if it takes both time and a lot of effort from the teacher, the results will be much better in the end, are there for that? Several off the techniques and methods that I now show you will help you along the way. The important thing to note is that all students are different and it's also this factor that makes the job as a teacher so exciting. Time for the next video 8. Class Project 1/3 - Planning your own project, class or course: In this first project, we will explore the practice of constructing a new course class or project. Together, we will then use this project in part two off this course where we will break it down into smaller parts For lessons in the resource section. For this class, you will find to rideable pdf documents. You will have to download at least the one labeled how to teach others Clear Berry teachings Project one. When you have opened this document, it will, together with this video, help you complete the first project in this three part course. The second document has already been filled in by me to give you an example on how to use properly. Let's take a closer look at the document that you're going to use for this task. We will start by filling in our name. This will be your own creation. After all, in the field named subject, you simply fill in the overall subject that you are teaching in. For example, it could say music, math history or simply engineering in the field name specific area. You should specify what part of your subject you're planning to teach. For example, if you previously have chosen math as your subject in this field, it may say trigonometry or multiplication. In my example document that I have included in The Resource is I have written music as my subject and because I want to teach students to play music together in smaller groups, I have put down ensemble as my specific area. Finally, we should write down when your document was created. This could later on be an indication to you that it may be time to update or review a document that was made some time ago. It is now time to start the real planning. We will first write down the abilities that we want the students to develop. What did you want them to learn during this project? Which abilities should they focus on? In my example document. I want the students to learn how to play instruments. So I write down the following. I want the students to be able to play and sing together in a rock ensemble while practicing one off the instruments they haven't played before. The students should also practice the ability to communicate their own musical thoughts to me and to each other. I want them to develop their ability to analyze and discussed the musical expression in different social, cultural and historic contexts. In this way, I make it clear both for myself and fold students what it is that we're striving for together during this project. In the box below, we want to come criticize what special knowledge we want the students to learn. Which practical elements will you be working with during this class project or course? This may, of course, vary a bit from students of students. In the example document, I wrote down the following singing, melodic playing and our compliments with regard to genre and musical expression. Playing by ear when listening to different musical patents. Rhythmic and melodic improvisation with voice and or instruments, knowledge about instruments and their function in different genres and contexts. Voice harmonisation. The voice parts, of course, only applied to the students that would sing during this project. The project is now taking form and we have a clear goal and focus for both students and teacher. Okay, time for skills and requirements. What is the minimum requirements and skills a student has to achieve to pass the course class or project this box may be irrelevant for your project. Maybe all students passed your course regardless how much effort they put in. If this is the case, you should leave this empty. In my example Document I wrote down the following The student are practicing during the lessons, is following along and are developing his or her musical skills. The student can participate in the ensemble with her or his instrument or voice. With some timing, the student can listen to the music and adapt his or her parts to the group s whole students adapt their part to the musical genre. The student can interpret the music and improvised his or her own musical parts. This is important to really communicate to your students. It is our job as teachers to make all the students know exactly what is expected off them every time they participate in our lessons. We're almost finished with our documents, but we have two boxes left. Let's fill in the box with the title evaluation, examination and timeframe. How will you evaluate and examine this course together if possible? Plan this together with students? I wrote down the following timeframe. Six lessons. 60 minutes each. Formative discussions This is a given for me for months in a group together with peer assessment and the method to start on a wish. The teacher will, of course, give feed up feedback and feet forward, and exit tickets will be used during the lessons. Now we know how the project class or course will end and can start working towards this together. The final box informs the students what materials and re sources that are available to them . During the lessons I wrote down the following in My Box Cheat music with courts, melodies, instructions and lyrics, musical recordings on digital media instruments for rock ensemble, musical materials and aid for tuning. No, we're finally done with our planning and will now save and upload this document to the project section. I will give formative feedback to all of you that do this and we will learn and evolve together to recap. We now have decided what abilities students shoot, develop what specific knowledge sets. They are going to work with what skills and requirements that is needed to pass the course , how it should be evaluated and which form of extermination that will be used. How much time it will take and finally what resource is and materials were going to use. We will also use our new documents in the next project in how to teach others. Part two. You will surely edit and change some things in this document as we go forward on our journey through pedagogy ended acting's and that is how we grow as teachers. Let's move on to the final video in this close where I will give you some final thoughts and tips. 9. Final thoughts part 1: I once heard about a woman that got new neighbors living next daughter. One day, the new families little girl came over to say hi. The woman let the girl in and asked her if she wanted to have some cookies. Told Glass Little girl Waas off course. Delighted and accepted this nice off while they were sitting there eating the cookies, the woman asked the little girl. And how old are you, my friend? Girl, you stared at the woman without saying a word. Maybe she didn't hear me properly. The woman thought and asked again. I said, How old are you? Once again, she will Smith with silence. The woman dropped the topic and they ate the cookies speaking about other things. But when the girl was about to leave, the woman tried one more time and said, I was wondering, How old are you? My friend? The girl gave her an angry look and said promptly, I am not old. I'm four. The moral off This story is, of course, that we can't keep asking the same question and also expect a new answer each time. Way have to change our methods to get new and better results and adapt them to the person that we are trying to communicate. This concludes the first part of this course after you have finished your project, be sure to post it in the project section. I promise that I will give some formative comments to help you along the way. And don't forget to join May in Part two and three off these courses about how to teach others. And be sure to let me know if you have any questions or thoughts about these videos. I will also recommend that you go back to the videos from time to time. Repetition makes the master you know, that's all for this time I see you soup.