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

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

Niklas Kleberg, Teacher, Musician and tech-savvy

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9 Lessons (35m)
    • 1. Introduction - How to teach others - Part 3

    • 2. The Importance of Source Criticism

    • 3. Low-Impact Treatment

    • 4. The Importance of Student Participation

    • 5. How to Construct and Correct Tests - Formative Method

    • 6. Collegial Cooperation and Interdisciplinary Learning

    • 7. High Expectations and Cognitive Challenges

    • 8. Project 3 - Part 3

    • 9. Final Thougts - Part 3


About This Class


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:  (Click here to get to part two)

  • 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:  (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.





1. Introduction - How to teach others - Part 3: Hello and welcome back to the final part of this three part course with the title. How to teach others What you need to know. Once again, this three part course will give you a good overview off pedagogy methods, theories Tuesday and practical tips regarding teaching others in real life or on the Web. It will be suitable for you if you work, who want to work as a teacher if you want to hold your own causes or just want to learn how to teach others. If for some reason you have chosen to stop with this third and final part without viewing the first or the 2nd 1 first, I would like to introduce myself. My name is Nicholas 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 God, and I have been teaching for 10 years in the subjects off music, crafts, drama and history. I am also specialized in computer science and development and also in research regarding formative and summited evaluation off students. You are now watching the third part off this three particles every part will consist of several lessons and will have different types of orientation and projects. But they will also be closely connected with each other and have projects that will help you evolve. As a teacher. I must want final time emphasized that you will have the best experience and progression if you take the courses in chronological order. 1st 1 then two, and lastly, this one the third part. I will now give you the outline off the third part. The third course will entail the following parts importance off source criticism, low 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 bird project evaluation off Project one and two. Here is a quick overview off the other two courses. 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 subject. 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. The Importance of Source Criticism: In this day and age, we don't have to look far to see that the flow of information has become so vast and fussy that it is often hard to see what is true or false. Often we find ourselves somewhere in between famous gray area. Because of this, it has never been more important to you source criticism in our schools, but also in our daily lives. I will, in this video touch on this subject briefly. But as with many off the glass videos, much more can be said. If you watch one off my videos and want to know more, please let me know so that I can help you with this and maybe make a new class with subject in mind. As a teacher, it would be easy to say that source criticism is something that students learn in history class. But this would not be a correct statement. It is the responsibility of all of us that is working in the schools or teaching in some other manner to incorporate source criticism in everything we do. Just look at the Internet's capacity to spread and grow folds, rumors that people is all too ready to accept as facts. U. S A. Teacher have to use source criticism as a tool in your class, and I will give you a checklist you can use for this. It is commonly used in Swedish schools. On it can be implemented in everyday work. Source criticism. What is the purpose of the source that you are using? Do they want to trick you? Spread an opinion? No facts Sell something or entertaining. What can you see regarding this source? Does it have any contact information? Doesn't have any working links, an incredible references and a date for its publishing, and is it still relevant and credible information? Can you find the same information somewhere else? Have you compared information with other known and reliable sources? Have you fact checked with any other source? It is important to have a legal cooperation regarding this. If you are working in a physical school, please let me know if you want me to do more depth video regarding this no onward to the next deal regarding low impact treatment 3. Low-Impact Treatment: it is time to talk a little about no impact treatment. No, this is something that has been mawr on more topical during the recent years. In my experience, I must say that this method, as old methods does not solve every situation, got often It is a good mental strategy to juice. But approaching a problematic situation in short pedagogy and psychological methods has always been focused on how to change the behavior off people that creates problematic situation or has confrontational behavior. But sometimes it's not possible to change the behavior of people because we're all born difference on can't even have euro psychiatric problems that is constant. It is often the people around the person that is experiencing the problematic behavior, another way to go. Iss for you to try to help the people around the person, to handle the situation on the problem better rather than to try to change the person that is creating the problem. Theories that we can help a person that are creating a problem by focusing on the people around him or her problems does not exist in a vacuum. It is a part of the environment around us. The method off. No impact treatment will give us tools to handle situation without escalating them. Further. Help us evaluate determined what went wrong. Help has changed the situation next time around so that it does not happen again. Some people are students have problems to regulate their emotions. Often they respond with exact same emotion that are directed against them. Most of us learn how to differentiate our old emotions from others, but some of us simply can't do that. If we yell at them, they will dare for respond in kind. Low impact treatment in this pedagogy form lets us shape and environments with calm and positive expectations in order to reduce stress and problematic behavior. In this, we should always consider our thoughts and practical approach, such as physical distance. And if we dig a little deeper with theories of low back treatment, way can see the following. One person's behavior that will change in the moment is you way. Have to take a step back and see how our own behavior is influencing situation to. You must have control off your own emotions before you can give over the control to someone else. We must help, For example, students to gain control over hiss overs all emotions before they can let go off their frustration and control. No one's control becomes stronger through violence. Disciplined on power moves. Three people that can behave dust soap. If we think that everyone can behave in every moment but then choose not to, then we will have a lot of problems to solve. But if we believe that person that are not behaving in the moment, dust lack the necessary skills to do so. Don't try to help them get that skill. If we adapt our pedagogy methods and demands, we can create an environment that helps a person to take responsibility for their actions. Another example of this could be a confrontation with a parent to one of your students. If you have called them to tell them that their child have misbehaved at school, many parents respond with defensiveness and questions like this. Was he the only child? Why does school not do anything about this problem even and this has actually happened to me? Why does even stones exist in the school job, then, by telling them about the incident, the parents anxiety level races and they go into either defensiveness for attack mode. But if we as teachers don't start to do the same, we can severely decrease the parents, level off anxiety and find the common denominator, the well being off their child. I know that this is not an easy task when you feel that either do or your school has done nothing wrong. But in the long run, the results will be much better. This was a short for review off the low impact. It is not always easy to mosque but can be helpful in many cases. Let's move on to the next. 4. The Importance of Student Participation: for anyone that has ever spent time teaching others. The importance off student participation does not come past surprise. All research done in the subject chose that its students are part of the learning process. They will get much better results. We want to help students to understand their individual learning process. But sometimes, yes, teacher have a tendency to teach the students way that we all Celt would best loathe. Task attack. In doing so, they may lose a lot of students on the way. I spoke a lot about this in the third episode off the second part of this course, the importance of varied forms of learning, if I were example, have a student that have not completed a test in a decide way. I could let students take the test again. If he was, she wishes to do so, but it is not always preferable to let the student do the same thing twice and expect a different result. Albert Einstein. It's widely credited with saying the definition of insanity is doing the same thing over and over again, but expecting different results. So instead I can have a formative discussion with students so that we together decide how to proceed. Maybe she wants to fill in the gaps by talking about the subject. Write a paper. Maybe there is some other way. But important part is that he or she possesses the knowledge quiet in their way, the same calls. Planning together with students. I have spoken about this earlier, too, but it doesn't hurt to say it again. U. S A teacher should decide the over all content off the course. But if possible, it is a great help for the students. Motivation if you include them in different aspect off the class of planning, for example, how to exam the course, what methods to use for the time frame, if not all Maybe someone off the aspect can be planned together. This is also a great opportunity to discuss learning and what knowledge is with your students. We should not underestimate the students own ability to tell us about their own landing process and what works for them. But, of course, you all the teacher and you always have the final word regard. Let's smooth next 5. How to Construct and Correct Tests - Formative Method: I will now be a bit controversial regarding the old way of correcting tests. When I started teaching, I had different tests with points every question. I also had difference levels connected to the students, points that told me how many points you needed to have to reach these levels. Every test was downgraded, and the students often compared each other's results with one another. But the more I have been teaching and also research this form of grading, I have come to another conclusion regarding the students results and how I correct and construct fists. I spoke a little about this in previous videos, but will go mawr into depths on this one. But how do I construct tests with a formative approach? Then you may ask, differentiates questions and often mix in a few fact questions together with a lot of analytic and describing questions all to get inside the minds. My students, I want to give them several ways to show me that they possessed it required and also help them accomplish with best results possible. I then never used points on my chest. I used governments instead. What did you do well here? What did you miss on, How can you get better next time back feed up and feet forward. I also always correct the same question for all my students first before I move on to the next one. I therefore think exactly the same for all the students. I always correct the same question for award. The students on the same day were exactly the same reason we teach us are humans. And we may think of it different late on a work day on Friday or early morning on Monday, don't you think? At first, the students missed the old way of correcting tests, but after a while they always realized that they grow so much more with the comments than with points. If you get three out of five on a question, it doesn't tell you much. It says that you have gotten a part of the question, right? What part? It also tells you that you have missed something. What did you miss? It does not, however, tell you how to do better next time. Can I use both comments and points? You may ask you could do that. But all research regarding this show that if you give them points. Very few students really read the comments. You should also have validity in mind while making your tests. What does validity Meat? It means that. Did you really measure the thing you set out to measure? I also often let students draw their own conclusion off. How well it went on the test after we have discussed different comments that I have made. Are you satisfied with the results of the tests? Why is that? What should you think about next time you do this type of test? Do you want to complete the test in some other way? And yes, this'll takes more time across me. You will get much better results from this type of tests. I do. However, I think that points can be used sometimes in different types of mathematics. You often have a right for wrong. Points may work cases, but I do always prefer the Commons points. What do you think about this? Please let me know in the comments and then head over to the next 6. Collegial Cooperation and Interdisciplinary Learning: legal cooperation is a key aspect off teachers, professional development and a good way to increase teaches knowledge. If you isolate yourself as a teacher, you will stagnate in your learning process. Your professional growth and development. Legal communities can also create a cooperative climate that heightens the level off innovation and enthusiasm among teachers. If a teacher embraced the word in private, much good teaching goes unacknowledged. While teachers work in legal settings become more open to new ideas. Teaching methods and resource is police. Reality stimulates enthusiasm among teaches and reduces emotional stress. Colleague. Your cooperation also bring experienced and beginning teachers closer together to reinforce the competence and confidence off beginners. It is stated that teacher who work together become more flexible in times of change and cope better with new demands that would normally exhaust the energy and resource is teaches working on their own. Studies made on this subject report that there is a lot of positive outcomes of illegality for teachers, which include more positive attitudes towards teaching open communication among colleagues , high moral on higher levels. It is also suggested that schools tie 11 teacher illegality have high achievements. Schools, air go, schools with teachers take collective responsibility. Students achievements. Schools show great gains in core subjects. Conclusions. T chika Legality is necessary in an air off continuous change and improvements. It is seen as an opportunity to involve many individuals in solving the complex educational problems off modern times. No, when we're talking about illegal cooperation, we should also speak a little about interdisciplinary learning. Interdisciplinary learning studies involves a combination off to form or academic disciplines into one activity or project. It draws knowledge from several other fields, like sociology, anthropology, sociology, economics, music. It's about creating something by thinking across boundaries, this type of project of several advantages. Here are some of them. Students get to see the entire picture and that allows the subject way cannot see the whole . If we can't see the smooth way cannot see the smooth picture. Both the students and the teachers saves time. The students can show their ability in several subjects at once. Paper regarding your favorite rock star made in Spanish class can be part of both the Spanish teacher on the music teachers evaluation on third, it is fun, just a simple it is now time for the next video regarding high expectations and cognitive challenges 7. High Expectations and Cognitive Challenges: I believe that high expectations favors to students development to gather with clear instructions, formative teaching methods, good guidance and a good classroom climates. But the students cannot reach our high expectations. We do not use these methods and approach in the classroom. If we do not use relational learning and do not use trust and communication as a guide through the learning curve, the students cannot reach our high expectations and cognitive challenges. We should also have high expectations on over Selves and our colleagues in the same way that the students should respect the time spent in the classroom. They should also be able to expect that we est Aegis are doing our very best to give them the knowledge that they serve not to forget for all of us that it is always okay to make mistakes in conclusion, to get the students to reach high goals, push through the cognitive challenges we give them and also develop skills we wish them to develop. It is not always only about the expectations we have on them, although they are very important. It is also about the expectations they have on you as a teacher. Let's move on to the next 8. Project 3 - Part 3: it is now time for the last project for this three part series regarding help to teach in the first project, you got to create your own project or course in the 2nd 1 you got to plan a new lesson closely connected to the first project. It is now time to evaluate how it all works out and do not worry if you have not yet had the time to test out the listen. You control this project in a way as a good exercise for what's to come in the future. If we look at what I like to call the Circle of Learning way can see the following first we do them, we think, then we improve. Then way do again. We should therefore now evaluate our own effort in this process. In the class resource is you will find a document with several questions that will help you do just that in the document will find these questions. Did you have the time to go through all of the knowledge base learning that you plan to? Did you encounter and areas that was especially hard for the suitors? If so, why do you think that was the case. Have you tested the method or lesson on several students for classes? It's so Did you notice a difference? Did you have any possibility to evaluate the students results together with other teachers ? Did the documentation for the lesson work well? Did you use any exit tickets? If so, what did the students think about the lesson? Did the students get to be part off different parts off the planning? What can you do better next time around? And finally, space for other notes off value? And if we look back to project to, you may remember that I left one box empty the evaluation box you can. Now, if you want to use my questions in that box to complete the entire document, be sure to post your evaluation Close project section so that we can keep on learning together. I am looking forward to hear from, and we'll be sure to give you. Now Let's move on to the final video off the entire series 9. Final Thougts - Part 3: you have now hopefully finished the entire course regarding how to teach others. It has been my pleasure to be your guide and colleague on this journey through pedagogy and did tactics. I hope that you have found that the time spent watching my videos have given you many new tools to work with and also some new teaching inspiration. Be sure to post your last project in the product section below, and I will be sure to give you feedback, informative manner and would also like to have some discussions regarding pedagogy and in tactics if you were up to it. CA legal cooperation are in important key to evolve in this profession. You know, that was all for now. Be sure to follow me here on this site and also on social media. If you want to know more about upcoming classes, no, go out and teach the world and spread your knowledge. See you again soon by