How to teach others - What you need to know - Part 2/3 | Niklas Kleberg | Skillshare

How to teach others - What you need to know - Part 2/3

Niklas Kleberg, Teacher, Musician and tech-savvy

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9 Lessons (42m)
    • 1. Introduction - How to teach others - Part 2

      5:19
    • 2. The importance of reflection and evaluation and how to use it

      5:18
    • 3. The importance of varied forms of learning

      3:34
    • 4. The importance of metalanguage

      3:34
    • 5. Discussion models Venn Diagram and Circulating Beehive

      5:48
    • 6. No hands up and Collective answers

      4:09
    • 7. Lesson planning - How and Why?

      4:35
    • 8. Project 2/3 - Plan your own lesson

      7:32
    • 9. Final thoughts - Part 2

      2:40

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. This is part two in the series and if you have not viewed part one yet, I strongly suggest you do so first.

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:  (Click here to get to part one)

  • 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:  (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 2: hello again and welcome back to this three part course with the title. How to teach others what you need to know. As I have previously stated, this three part cause will give you a good overview off pedagogy methods. Phillies Choose practical tips regarding teaching others in realize or on the Web. It will be suitable for you your book home to mug as a teacher if you want to hold your own causes or just want to learn how to teach others. Overall, if you, for some reason has chosen to stop with this second part off the course without viewing the 1st 1 you need to know who I am, don't you? My name's Nicholas, and I work full time as a teacher here. I have a masters to Green Head ago you from Gothenburg University and Academy of Music and Drama in Government, and I have been teaching for 10 years in the subjects off history. You see, draft and drop. I am also specialized in computer science and development and also in research regarding formative em. Some motive, salvation off students knowledge. You are now watching the second part off the three part course every part will consist off several lessons and will have different types of orientation and projects. But they will also be closely connected with each other and her project that will help you of all. I must once again emphasised that you will have the best experience in progression. You could take the course of. I will now give you the outline for second part, the importance of reflection and evaluation and how to use it. We have to learn how to use these tools in an efficient way to help the students move forward. The importance of varied forms of learning. All your students are different and we therefore need different forms of learning in our classrooms, the importance of meta language. I will go through the importance of meta language and how and why you, as a teacher, should use it. Discussion models, then diagram and circulating beehive. I will teach you different ways to use discussion models, which is students no hands up and collective answers. Here we will give you some methods to help your students speak more freely in a large group lesson planning how and why it is important to plan our lessons correctly to get good results. And finally, we have the second project Project two out of three, where we will use our first project, your overall plan for your course to make a new lesson. In other words, who will take your overall plan for the course or subject and begin breaking it down to smaller parts as individual lessons? And it's always I will also give some final words of encouragement and tips along the way. Now, if you missed the first course Harris a quick overview. We spoke about assessment for learning formative and some motive assessments. Relational learning, feed up feedback and feed forward Unified Foundation of Knowledge P assessment and self assessment. Pre understanding. Meet the students where they are Project one out of three. We planned our own project or course. The third course will later entail the following parts. The importance off source criticism, low impact treatments, the importance of students participation, how to construct and correct tests, formative method, illegal cooperation and interdisciplinary learning, high expectations and cognitive challenges. And finally, the third project. Evaluation off Project one and two. Dry 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 any of the subject. There is always much more to say about all of this, but these three part cause will give you a solid base to stand on regarding pedagogy did tactics, theories, methods and practical use. So I will see you in the next video. 2. The importance of reflection and evaluation and how to use it: we all know that we have to reflect and evaluate to evolve in any type of situation. It is when we take a step back and think about what we are doing and how we're doing it that we get in touch with our meta cognitive cells. This is also why I love teaching about teaching a K D tactics. You will have to really think carefully on how and why you teach as you do in order to teach this to someone else. Ergo, you turn off your autopilot, but how can we use this in our daily work As a teacher, we often give the students some form off evaluation off. They have taken a course or subject. But this I mean that they evaluate what the course was like for them of this always happens when we are finished with the task at hand. What we want to do is to use this type of evaluation, if not daily at least very often in our classes. I will give you two off my best tips for doing just that. In this video. 1st 1 on Lee works good. If you have a good group climate test that is also something to really strive for because it makes everything so much easier on every level off. Do you have per cent something new in your costs? For example, you could have shown how to solve a new kind of math equation issue stop and let students reflect on their own understanding. You could now ask them how many of you found my explanation? A bit hard to follow. You could say really quick or everyone with me on this. Students now have three options. They can show you a thumbs up, which means I get this. I'm with you. They can show you a thumbs down. This is still a bit hard for me. I have trouble following the last option Thumbs to side. It makes kind of sense, but I'm not there yet. If this is Don often and quite quick, the teacher can make a split second decision on how to proceed, for example. Okay, I can see that everyone gets this. I don't need to go through these one more time right now. Oh, several of the students don't get this. I have to go over it again some other way so they can understand this way, you don't lose in the students on the way. Another method off evaluation that can be used his exit tickets. After you're done with a specific class, you could give all the students what posted each and then give them a question. Johnson, for example. You can ask, Write down one thing we know today. Write down one thing that you think the teacher should repeat next. Listen, then collect all the posters by the door when the students leave. It is important that students don't write the names of posters that it is completely anonymous. You will be amazed how well this words. After a while, you learn so much what works and what's have to change to reach the students in a better way. You could even use the two stars on a wish on the exit ticket if you want. And it is, of course possible to do this with a digital form or male. If you wish, do what works best for you and your students. I have learned a lot of things doing this one time one student brought, I have learned that I need to eat breakfast before I go to school and go out dark much earlier. So I don't get class too late. This answer was not what I expected. But Student had learned an important lesson that day. Send me a mail. If you want to know more about these types off reflections and of elevations, you can now go on to the next video. 3. The importance of varied forms of learning: I once saw a picture that made fun of an old form off pedagogy. In it I could see a teacher teaching different kinds of animals in the same class. The students consisted off a seal, a goldfish, a dog, an elephant, a bird and a monk. They world sitting under a big tree, and the teacher said for a fair selection, everybody has to take the same. Except please climb that tree. Everyone, this will can understand. All of the animals will not make it up tree without our some of them will make it just fine . The goldfish That's a tricky one thing is that this exam waas wrongly designed from the start and we should really ask ourselves what the purpose with it. Waas If the goal was to teach the animal students to work on their endurance and stamina, there are better ways to teach that toe a sealed than climbing a tree. The sea will only get sad and fail this type of test. But if you said to seal Jubal, show us your endurance and stamina by swimming through these wild currents to the finish line and you, Mr Elephant, will lift this tree up by its roots and laid on the ground before. And so the thing I'm getting it is that a teacher should be very specific about what the goal is and then held. The students get there in different ways that suits their specific skills, re understanding conditions and so on. We have to meet with students where they are in their learning process and acknowledge that we are different in so many ways. With this said, you should also various teaching methods. For example, some students best show their abilities by writing tests or a report. Some do the same by practical demonstration, and some by speaking in front of others, have this in mind. When you give the students new tasks and if it's all possible, let them choose how to show you what they can accomplish. Let's take this with us to the next video 4. The importance of metalanguage: another fancy word often used regarding pedagogy and teaching Ismet a language. But what does it mean and why do we want to use it in pedagogy and did tactics? We often speak about subjects own meta language. To be a little more specific, you could say that you have to use the right words that IHS accompanied to the subject at hand. For example, if I were to teach my students how to build a house because they are going to be carpenters in the future, we would have to use the right words and language with its toss. If a student were to tell me I don't know what I was doing wrong. But when I used the bunker to put the metal pin in the wood, it bent. It would take a little time for me to decipher that statement. And if the student left my class not knowing the right words or language used by carpenters , he or she would have a hard time working with others. If the student had used the right metal language, this type of subject, it would have sounded a lot like I don't know what I was doing wrong, but nail bent. When I used a hammer to attached the old black to the wall, you could say that meta language is the language about language and us. A teacher could, with your questions, help the students to reflect about their own learning process. You can't reach the higher levels thinking in any subject if you don't know how to express yourself. This applies to everything you're teaching. For example, I don't let my students say I need to use a plastic thing in when playing the top. That plastic thing is called a collector. That is what we used to name it. The same goes for more complex statements. If a student refers to a minor chords characteristics as darker than the major chords, I will correct them because I know that they really mean that the court sounds more sad in the major courts that sounds more happy. It is quite a distinction between dark and sad, even if you know what they really mean. In short, used the right words for whatever you are teaching and teach the students the importance of using them in the right context. Now let's talk a little more about different discussion models, and you can use with your students onward to the next video 5. Discussion models Venn Diagram and Circulating Beehive: I have mentioned the group and or the classroom climate several times now, and it is because it's a vital component to reach as many students as possible. In this video, I will therefore speak a little about how you can improve the discussions on overall group learning in the class. When you want the students to converse around a specific topic, you could use different kinds of discussion models to help them along the way. I will give you a couple of examples in this video. First up, we have the Venn diagram method. This is the type of diagram that shows the logical relations between different sets, and it was sir popularised by John Bannon in the 18 eighties. With this method, you could, for example, illustrates simple set of relationships in probability, logic, statistics, linguistics and computer science. Let me show you how it works. If you separate your students into different groups, you could let them use to Venn diagram to start their discussions on a specific topic. Let's say that they are supposed to talk about two different things in this method, used different circles to compare different things where the circles are overlapping, they are alike where they are not overlapping. They are different from each other. Let's say that you left your students. Compare water and coffee. Let's list some off the trades for these two images. Coffee, liquid doc pulled spring water. Liquid transparent, cold drink. Now let's draw two circles and sign one off them to coffee and the other one to water the things that differ them from each other. We put in the circles bigger areas, and in the middle we put things that they have in common. If we want to make it even more clear, we could put different colors on the circles. And if you have more things to compare, you could make three or four circles that overlap. In the beginning, it works best with two, though in conclusion, by using this method, you can help the students to summarize, compare for comprehend information. Another good method for constructive discussions is one that I myself has chosen to call Circulating. Beehive Way could, for example, say that you have four big subjects that you and your students have to discuss in some form , begin by assigning four leaders the each of these four topics they now spread out to different tables with a big paper and a pen each. They then write the names of the topic in the middle of each paper. This is done. The other students now can move freely in the room for a while before deciding which topic they want to start with. Each group start discussing the subject by giving one person time to speak without interruptions when he or she is done. The other may give some short comments on what has just been said. They now move to the next speaker until all of the group members has had the time to speak without interruptions. All the while, the leader put down some keywords and notes on the paper. The teacher then rings a bell, and all of the students moved to a different high or table off. The leader stays behind and begins to explain, in short, to the new group members what they have previously discussed. The new group selects a new leader that now will add new keywords and nose. When everyone is circulated to all four tables, you as a teacher takes the papers and you all take a moment to discuss each subject's keywords. With this method, all of the students get to give input on the subject at hand, and it also saves time both for the students and the teacher. Try it out and see what you think it is now time for a new video. 6. No hands up and Collective answers: So in this video I will address two different methods that will help your students to be more out spoken in discussions, in your classroom or in some other form of gathering. First up, we have the method. No, hands up. How many years all over the world we, as students have been told to raise our hats when we want to show that we know something about something. In other words, to show your skill and get good grades, you should be comfortable to speak in front of others. We know that this is not the case for everyone, especially if you are an introvert with the method. No, hands up. This practice is flipped and everyone can get to answer every question. The teacher can ask anyone in the classroom, and the students know that this is the case going in. At first, you may think that this will have the opposite effect on the students and give them even mawr stage fright. But this is more often not the case. The first time they will maybe be somewhat reluctant, but this will pass now. They instead ask me to use this method because it releases the pressure off being on your toes to get the right question in the right time and so on. Now this method could be modified in many different ways. For example, you could write down their names of all the students on ice cream sticks that you then draw to know who will answer the next question. You can also use two decks of cards and distribute one of them to the students and then draw cards from the other deck. Which year did the Second World War and Queen of Hearts who you know down so. And, of course, you can use digital tubes to randomize names on a screen. This last one has been very popular with my students. I also have added some additional things into this method. For example, when one of my students gets a question and don't remember the answer, they have the possibility to ask one of the students sitting right next to them so that they can help each other with the question they are learning together. I also add some ice cream sticks, cards and digital notes with the phrase hands up. When this comes up, all the students have the opportunity to answer the question if the raise their hands. If a student passes and don't know the question, this or her name goes back into the but just remember that the classroom digital or in real life it's a workshop in a workshop with can and should make mistakes to learn from. And it is our job s teaches to show the students this fact. Another method to help the overall discussion climate in the classroom is a form of collective answers. The students get to discuss a specific topic or question in a group off two or more, and then gets to give a collective answer to the whole class. This form of discussion often helps students that have difficulties to speak in front of other because they are afraid to get the answer wrong. But it always get easier if, instead of being my answer, it is our answer. If you want to know more about different ways to help students to speak their minds, just let me know so I can do another video regarding this. It is now time for the next video 7. Lesson planning - How and Why?: When I started my career as a teacher, I often got an inspiring thought regarding lesson planning. Ah, this will be a good task for the students. It seems like a good exercise with a lot of fun parts to carry out. We should never underestimate the power of joyful learning that should not lose focus off the goal at hand, either. More than after after one, they were done with the task I had thought off. I often found myself not knowing what to assess. Why did we do this task? What was the point? It is not unusual for teachers to think off exciting and fun task for the students to go through, but not really asking themselves. Why are we doing this? It is extremely important that both students and the teacher knows why the task at hand is important. How it will be assessed, what is expected of both teacher and student and how it can be connected to the current curriculum. But there are more pitiful for the teacher. It iss, as I have already mentioned in part one, off this pedagogue, a Siri's easy to make the mistake of focusing on the things that are easy to measure and not on what is most important. For example, it is easy to focus on easy answers to easy questions like When did the First World War start? And when did it end? Here it is clear that we have a specific right answer in mind. It is easy to Russia. It can be wrong or it can be right. But what is it that we want the students to learn? And what skill is it that we want them to develop the ability to remember dates and years? Is this useful in this day in time? Yes. In some degree, I guess it is. But a far more interesting question for me would have been why it did the first World War start on what Wasit that made it stop here. We want the students to work on the skill to see the the meta picture and the ability to see course and effect etcetera. If we want to get even higher, we could also ask them, What do you think was the most important event that led to start off the first World War? And do you think it could have been avoided? These types of questions are much more harder to measure because we are training students to use their ability to analyze and develop their skill to think for themselves. Often there is no right or wrong answer but different degrees of showing this skill. But if we has teaches from the start, are well aware off which skills were are looking to develop for the students, it is much easier to see the different levels in answers. And also be sure to answer your own questions first before you give them to your students. Believe me, this will help you a lot in conclusion. Always plan your lessons and task after you have clearly defined what skill you want the students to develop. Let's try this out in the next video lesson planning project to in this Siri's off. How to teach others. 8. Project 2/3 - Plan your own lesson: it is now time for the second project in this Siri's regarding how to teach others. We will now Rick down on a new course project or class that we planned during the first project into smaller parts or 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. Leah Better teaching project to when you have opened this first document, it will, together with this video, help you complete the second project in this three part course. The second document in the resource section has already been filled in by me to give you an example on how to use it properly. We will also has previously said juice our documents from part one and two in the final project in how to teach others Part three. You will surely add it and change some things in all of the documents as we go forward on our journey through pedagogy and detectives. First up, we have the formalities where you will fill in your name, class, subject, subject matter, and the date when the document was created or last reviewed the difference between class subject and subject matter can be described as follows. When you fill in the class subject, you focus on the overall subject as, for example, math history Crofts or, as in my case, music in the subject matter, you specify what part of the subject go to focus on as, for example, subtracting the Middle Ages or, as in my case, ensemble, play together in a group. Now we will specify our lesson. Goal. What did you want the students to learn and develop during this lesson? Try to set realistic goals and be a specific as you can. I wrote down the following lesson one. Play and or sing in different music. Sean Drahs, compose, arrange and express their own musical expression and ideas. Analyze and discuss musical expressions in different social, cultural and historic contexts. We will then move down to assessment. How will the students be assessed? Be sure to talk with your students about this and work on your unified foundation of knowledge. If you need to refresh your thoughts regarding this, a talk a bit about this subject in how to teach others Part one. I wanted to give this information to my student regarding assisted formative and individual discussions. Cooperation in smaller groups, period assessments, feedback feed up beat forward and a mini concert in class on a later date. Preparation and materials. What do you need for this lesson? I will need the following notes from previous projects a large number of prepared songs for the students to choose from instruments you toss bass, drums, pianos, Mike's digital aid with recordings, sheet music, reference material, lyrics and flipped classrooms. If some of you are especially interested in flipped classrooms, just send me a message and I will make a video and finally lists off students. We will now fill in one off the most important parts. Listen, layout here we will describe our listen layout. Remember that the more specific you are, the easier it will be to improvise, I wrote down the following start the lesson with suitable musics together. Good atmosphere in the classroom before everything starts, greets am welcome. All of the students show and discuss the project plan together with the students percents, all of songs that the students can choose from. Be sure to discuss assessment examination and P assessments split the students into different groups and let them discuss what song to play. It is a democratic process. Now. Do not let two groups shoes the same song. If they play the same song, they will be compelled to compare their performances. Let's students choose instruments that they have not played before, he showed to take those, let the students stop their practice in different rooms and show how to play the difference instruments for everyone in that group. All students will be present during all of the walk throughs in their own group. Circulate between the groups, discuss support and start formative talks with the students. And the lesson by telling the students what to expect during the next lesson and ask the students what they have learned Today. I want you to skip the field formative evaluation off your lesson this time because we will juice this in Project three off this course regarding how to teach others. Leslie, we have the feel other here. You can take notes off everything else you need to think about when preparing for this lesson. I wrote down. Do not forget to tune all of the instruments before the lesson starts. Okay, remember to always plan your lesson and task after you have clearly defined what skill you want students to and do not forget to upload your new documents to the project section. In this class, I will give formative feedback toe all my students that do this until that we can learn together. I am really looking forward to read your lesson plan, so don't hesitate to upload it. No, let me give you a new story and some final thoughts in the next. 9. Final thoughts - Part 2: There was once a man standing under a streetlight in the middle of the night searching with something on the ground. A police officer saw the man and thought that he looked troubled and therefore wanted to help the man. Can I help you with anything? The officer asked kindly. Yes, man. Also I have lost my keys. Can you help me look for them? The officer agreed to help the man and they search for a long while. But finally the police opposite got tired and said I am sorry, but I don't think that we will find your keys. Are you really sure that you lost them here? The man looked up from where he was searching on the ground. Oh no. I didn't lose them here. I lost them in the park. The policeman was stunned for a minute. But after a while is said a little irritated. But why are you looking for them here than you fool? The man looked up once more and said, But it's dark there. And here is where the light is. What do I want to say with this little story? Then it is easy to look where there is light, and the answer is known beforehand. It takes more effort to search where there is a bit harder to see the answer. But the reward is even greater when you find what you are looking for. That was all I had for this second part of the course. After you have finished your second project, be sure to posted in the project section as always. I promise that I will give you some formative comments to help you along the way. Don't forget to join me in the last and third part off the course about how to teach us. I will also answer any questions you might have regarding all of this and be sure to go back and review the videos. When you forget something, practice makes perfect. You know, that's all for this time. I see you in part three off how to teach others by