MAW Education Consultancy

 

Take your teaching to the next level.

Session 1 Teaching and Learning

Session 2 Lesson Planning

Session 3 Assessment

Session 4 Leadership and Management

A course of 4 sessions (one hour each session) or 8 sessions (30 minutes each session), using Skype,
with follow-up action by teacher/student between each session.
Either one-to-one or as a webinar with your colleagues.

 

Aim of course

To enable teachers, used to teaching in only a didactic way, to teach in a more interactive and innovative way, using methods that have been tried and tested and will enrich the educational experiences of the students.

Course details
Session 1 – Changing the emphasis from teaching to learning

Immediately before the session, templates for use in the session will be e-mailed to you. Print these off so that they may be referred to during the session.

Teacher’s input – feedback about Gardner’s theory of Multiple Intelligences based on the pre-reading

Tutor’s input – changing the emphasis in the classroom from a focus on teaching to a focus on learning
Understanding how learning occurs
What it is to be a teacher
Moving from an emphasis on teaching to a focus on learning
What prevents learning?
Learning from great educationalists, and child development
Building on what is already known, and personalised learning
Teaching for understanding, and higher order skills

Tutor’s input– how to change the classroom ethos
Conducive conditions for learning
Methodology
Furniture
ICT
Equipment and displays
Fresh air and noise levels
Relationships
Learners as active participants; behaviour and discipline
Setting boundaries

Teacher’s input – using the templates, describe how you could use each of these in your classroom in the coming weeks.

Follow-up work : Before Session 2 you will be expected to have tried out some of the ideas discussed in Session 1.

Session 2 – Lesson Planning

Immediately before the session, templates for use in the session will be e-mailed to you. Print these off so that they may be referred to during the session.

 Teacher’s input: feedback from teacher and discussion with tutor about changes that you have made to your classroom.

Tutor’s input – providing for students’ different intelligences
Planning from your syllabus
What to look for in your scheme of work
Dividing a unit up into a series of lessons

Tutor’s input – using an MI lesson plan template
Planning the detail of the lesson
Evaluating the lesson
Evaluating the Unit

Tutor’s input – MI ideas for different subjects and age groups.
Language teaching – How to teach positional vocabulary using different intelligences.
Mathematics – How to improve students’ mental recall through MI games.
Science – How to learn about the properties of living and non-living things through MI activities.
Geography / personal and social education – Learning how to give directions in MI ways.
Design and technology / civics – How to use MI when designing a new building or bridge.
Sports – How to use all students’ multiple intelligences when teaching a sport.
Environmental education – How to consider environmental issues using all the intelligences.
English literature – Revise for an examination in two different ways, using all the intelligences.
Social Sciences/geography – How to compare the geography and culture of places the MI way.
Social Sciences/history – How to compare historical periods using students’ multiple intelligences.
Business Studies and economics – How to promote a new product or initiative using students’ multiple intelligences.

Teacher’s input – using the templates, suggest your own ideas related to your own syllabus.

Follow-up work: Before Session 3, begin planning using the given template or adapt it to suit your own school. Try out some of the subject ideas and some of your own similar ones.

Session 3 – Assessment

Immediately before the session, templates for use in the session will be e-mailed to you. Print these off so that they may be referred to during the session.

Teacher’s input – feedback from teacher and discussion with tutor about how you have changed your lesson planning and what problems your have faced.

Tutor’s input – why test and assess?
Assessment
Summative and formative assessment
Assessment through observation
Multiple Intelligences Assessment
Rubrics
Assessment for learning
Assessment of knowledge, skills, understanding and attitudes

Tutor’s input – explanations of different assessments related to MI theory.
Assessment and progression
Parents as partners – pre-school
Early years, foundation stage profile
Assessment for progression within a subject
Formative assessment
Summative assessment
Published diagnostic tests
Examinations

Teacher’s input – using the templates, assess yourself and plan how you could use these in your coming lessons.

Follow-up work: Before Sessions 4, use some of the assessments to 1) find out your students’ strengths and weaknesses 2) assess students in a wider range of ways than only through reading and writing.

Session 4 – Leadership and management

Immediately before the session, templates for use in the session will be e-mailed to you. Print these off so that they may be referred to during the session.

 Teacher’s input: feedback from teacher and discussion with tutor about the assessment tasks.

Tutor’s input – making full use of the multiple intelligences of your staff
Using the talent you already have.
Visionary leaders and multi-skilled workers – a shared vision and a teaching force with different strengths.
Do we have the right kind and enough resources/equipment to do our job successfully?
How well do we work with parents and the community?

Tutor’s input – professional development of your teachers with regard to MI theory and how to put it into practice.
Changing the school.
Do we provide appropriate professional development?
Have we an agreed school development/ improvement plan.
Have we a performance management system in place?
How well are we doing and what must we do next?

Teacher’s input – setting timed goals for the future.

This is an outline of the consultancy offered. If at the end of a session it is agreed that the following session should
be changed to meet your needs better, then a new plan can be made for the following session.