KinderWorld Teaching Model The Software for Success A
KinderWorld Teaching Model The Software for Success A Culturally Appropriate and Evidence-Based Pedagogy Prepared by Peter Baker, Education Director, 2019 Lorraine Els, Acting Supervisory Principal KinderWorld International Group (KIG) KinderWorld International Group About KinderWorld KinderWorld, with its roots in 1986 in Singapore, offers through-train education programmes from Preschool to High School and University Foundation. With 15 campuses in 8 cities, KinderWorld is the largest owner-operator of foreign-invested international schools in Vietnam. Laos
Myanmar Cambodia Thailand Sirasartsuksa (Amata) School Malaysia Vietnam UniWorld International School KinderWorld International Kindergarten Singapore Singapore International School
Singapore Vietnam International School Australia Proposed Project Title Here Proposed sub-title here, if any Proposed Project Title Here Proposed sub-title here, if any The KinderWorld Teaching Model Culturally aligned, research-based effective pedagogy KinderWorld Teaching Model Research Base Cultural values
Acknowledges need to bridge gaps in conceptual understanding and customary classroom practices. Explicit instruction Also defined as Direct Instruction, it is the necessary basis for progress into application of learning, through PBL. Achievement effect sizes KinderWorld Teaching Model Cultural differences: Student Background Almost all KinderWorld students are non native English speakers from home backgrounds where English is not the mother tongue The majority of KinderWorld students are Vietnamese and South Korean
Certain learning challenges arise because the language of core instruction is English. KinderWorld teachers can manage disengaged students by recognizing the potential causes of linguistic/cultural obstacles. KinderWorld Teaching Model Cultural Context KinderWorld Teaching Model Why was it adopted? To give teachers a core approach to teaching in the KinderWorld schools. To promote pedagogical consistency and quality across classrooms. To ensure teachers are aware of the socio-cultural interface between Eastern values and Western education.
To present a pedagogical approach that takes account of Asian learning styles and supports non-English speakers in an English medium context. KinderWorld Teaching Model Accommodating Asian learning styles Traditionally, Asian learning styles differ from Western styles in a few key ways: Asian students place greater value on the teacher as transmitter of knowledge and tend to be passive and respectful learners Asian students value guidance to mastery over experimentation. Repetition and memorisation are often central to achieving deep understanding and mastery of knowledge.
Reference: Helena Hing Wa Sit: Characteristics of Chinese Students Learning Styles, Macquarie University, Sydney. DOI: 10.7763/IPEDR. 2013. V62. Wursten, H. & Jacobs, C. (2013), The impact of culture on education: Can we introduce best practices in education across countries? The Hofstede Centre, itm international, www.itim.org KinderWorld Teaching Model Preparing KW students to be successful globally The KinderWorld Teaching Model (KTM) has been developed to integrate with an examination-based, textbook supported study pathway. The KTM is designed to help KW students move from dependent learners to independent learners over time, with teachers valuing traditional Eastern learning styles and facilitating Western learning approaches as and when appropriate. TEACHERSCAFFOLDED
EXPLICIT TEACHING METHODS STUDENTDIRECTED PROBLEM-BASED LEARNING KinderWorld Teaching Model Culturally aligned and research-based The core of the KTM is explicit teaching to build mastery of knowledge and skills before extending students with inquiry-based/problembased learning approaches that build higher order thinking.
Effect Size Effect size is a simple measure for quantifying the difference between two groups or the same group over time, on a common scale. ... Effect size enables us to measure both the improvement (gain) in learner achievement for a group of learners AND the variation of student performances expressed on a standardised scale KinderWorld Teaching Model Hattie states that an effect size of 0.2 may be judged to have a small effect, 0.4 a medium effect and 0.6 a large effect on outcomes. He defines 0.4 to be the hinge point, an effect size at which an initiative can be said to be having a 'greater than average influence' on achievement.. KinderWorld Teaching Model
Explicit Teaching Explicit teaching = 0.59 effect size KinderWorld Teaching Model Explicit Instruction followed by problembased learning Explicit teaching + inquiry based/problem based = 0.78 effect size KinderWorld Teaching Model Gradual release of learning responsibility The KinderWorld Teaching Model (KTM) has been adapted from the Gradual Release of Responsibility Model
(GRRM) to help students move from dependent learners to independent learners. The GRRM is a successful approach for moving classroom instruction from teacher-centred, whole-group delivery (teacher as transmitter of knowledge only), to studentcentred collaboration, and independent practice (mastery). Aligned to this is a shift in pedagogy from explicit teaching to an enquiry-based/problem-based pedagogy. 1. Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development. Materials from Frey & Fisher are at http://www.fisherandfrey.com/ KinderWorld Teaching Model Implementing the model Gradual release of learning responsibility can
be implemented in a single period/lesson, over the course of a unit of work AND over a students progression from kindergarten to high school as a means of deliberately scaffolding instruction and moving students from dependent to independent learners. KinderWorld Teaching Model Gradual Release of Learning Responsibility EXPLICIT TEACHING INDEPENDENT PRACTICE KinderWorld Teaching Model
Alignment of Pedagogy, School Sector and Learning Responsibility University Secondary Primary Kindergarte n Expertise in a discipline Mastery of subject discipline knowledge, skills, understanding and competencies to prepare for university study in a discipline Mastery of core knowledge, skills and understanding to
prepare for subject specific study Basic Knowledge, Skills and understanding + Readiness (Social, Emotional, Personal) for Primary G R R M RESEARCH BASED LEARNING Independent
DISCIPLINE BASED PEDAGOGY EXPLICIT INSTRUCTIONAL PEDAGOGY STRUCTURED PURPOSEFUL PLAY-BASED PEDAGOGY Dependent KinderWorld Teaching Model Phases in the model The KinderWorld Teaching Model consists of five key
phases of instruction and learning: Input Modelling Guided practice Independent practice through project-based, problem-based or inquiry-based application of learning Reflection and self-assessment KinderWorld Teaching Model Phases in the model Dependence Collaboration Explicit Teaching
Input Problem-based learning Modeling Modeling the intended outcomes of the learning goal. Use 'Think alouds' (Footnote 5). Invite participation and ask students structured questions (See Attachment. 2) Students make attempts to practice learning goal alternate with further demonstration & practice.
Students practice skills and apply new knowledge through structured opportunities. Explanation is available, guidance provided, and discussion is facilitated to refine student understanding. CFU Guided Practice Independent Practice
Opportunities are provided for students to practice skills or investigate concepts individually and collaboratively. Teacher monitors progress, evaluates and deploys appropriate strategies to maintain student success, extend or intervene as required. DIFFERENTIATI ON Feedba
ck Ascertain student NEED and best approaches to use in teaching new content or skills. Overview of learning goal is explained in accurate, precise language. Transmission of knowledge. Student recall of knowledge is established through use of explicit questions.
Independence Structured opportunities are provided for students to reflect on understandings of new knowledge and or skills & their application. Students are encouraged to set future goals in relation to their learning. Students can articulate learning to parents and others. Reflection & Self
Assessment CFU KinderWorld Teaching Model Explicit Teaching to PBL and Real-World Competencies EXPLICIT TEACHING BUILDS CORE LEARNING MASTERY PROBLEM-BASED LEARNING BUILDS COMPETENCIES BY SIMULATING REAL-WORLD CHALLENGES Competencies are measurable indicators of students abilities to mobilize cognitive resources (apply knowledge) to solve a realworld, or simulated real-world, problem.
KinderWorld Teaching Model Sample Project-Based, Problem-Based or Inquiry-Based Learning Products KinderWorld Teaching Model Input/Introduction Phase Gain students attention Plan prepare connect Explain learning goal and success criteria in clear, precise language Review relevant
previous learning Check prerequisite knowledge and skills Teach lesson vocabulary use an instructional routine Establish a routine to the start of your lessons so that your students know what to expect. KinderWorld Teaching Model Modelling Phase
Present new content in small steps Model procedures I DO Use think alouds Provide examples and some non-examples Ask students structured questions to frequently check for understanding Use precise and concise language Dont digress Teach the
foundation knowledge, skills and understanding KinderWorld Teaching Model Guided Practice Phase WE DO Require frequent responses to consolidate (Choral responses; Think Pair Share; Response cards) Ensure high rates of success Provide immediate corrective and instructional feedback,
clues and prompts Have students continue practice until fluent Monitor student work closely walk around, look around, talk around Reteach when necessary Scaffolde d practice of the foundation knowledge, skills and understandin g to ensure students
have got it. KinderWorld Teaching Model Independent Practice Phase YOU DO (togethe r/alone) Students apply learning through inquiry-based, problem-based or project-based tasks individually or in groups. Problem Teacher monitors progress and based evaluates (formative assessment application techniques used to determine
of breadth and depth of knowledge, understanding and provides skills and instructional feedback) understandin Teacher extends or intervenes as g for the required walk around, look students who around, talk around. have Teacher differentiates activity got it. and instruction where necessary. Update teaching notes and
student records. YOU DO KinderWorld Teaching Model Reflection & Self Assessment Phase Reflect Check Articulate Structured opportunities are provided for students to reflect on understandings of new knowledge and or skills & their application. Higher order questions are
used to build on higher order thinking. Students can articulate their learning to teacher, students, parents and others. Students are encouraged to set future goals in relation to their learning. Students consolidate their learning by articulatin g what it is that they now know,
can do and understand. KinderWorld Teaching Model Lesson Structure Overview 1. 2. 3. 4. 5. Introduction/Input (Plan, prepare, connect) a.
Gain students attention (taught routine) b. Explain learning goal and success criteria in clear, precise language c. Review relevant previous learning d. Check prerequisite knowledge and skills e. Teach lesson vocabulary Instruction/Modelling (I do) a. Present new material in small steps b. Model procedures c. Use think alouds d. Provide examples and some non-examples e. Use precise and concise language f. Dont digress Guided Practice (We do)
a. Require high frequency of responses b. Ensure high rates of success c. Provide immediate corrective and instructional feedback, clues and prompts d. Have students continue practice until fluent e. Reteach when necessary Independent Practice (You do) a. Monitor closely walk around, look around, talk around b. Have students practice until mastery c. Differentiate instruction and pedagogy Lesson Wrap up (Review, check, articulate) a. Students articulate their learning and set future learning goals b. Teacher applies various formative assessment techniques to inform planning and future teaching KinderWorld Teaching Model Teacher Modeling and Frequent Student Responses are essential
The KTM is dependent upon the teacher modelling the application of knowledge, skill or concepts, frequent student responses to reinforce knowledge and asking precise questions to check for student understanding. Checking for understanding is highlighted across the KTM and is core to explicit teaching and to the Gradual Release of Responsibility framework teachers teach, promote active participation by requiring frequent student responses and then walk around, look around and talk around providing feedback as students practice to build mastery. KinderWorld Teaching Model Powerful Engagement Builds Retention of Learning
KinderWorld students are continually engaged in high-interest learning activities that build their capacity to take on future real-world national, regional and global challenges that they and their parents acknowledge and value. KinderWorld Teaching Model References Archer, A. L. & Hughes, C. A. (2010) Explicit Instruction: Effective and Efficient Teaching, New York, NY: The Guildford Press Ballard, B & Clanchy, C. (1991). Teaching Students from Overseas. Melbourne: Longman Cheshire Bruner, J. S. (196 1). The Act of Discovery. Harvard Educational Review 31: 21-32. Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA Hattie, John (2012) Visible Learning for Teachers, Abingdon, Oxon: Routledge Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press Rosenshine, B. (2012) Principles of Instruction, Research-Based Strategies That All Teachers Should Know, American Educator Spring, v36 n1 p12-19, 39
Rosenshine, B. (2009). The empirical support for direct instruction. In S. Tobias & T. M. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 201-220). New York, NY, US: Routledge/Taylor & Francis Group. Sit, Helena Hing Wa, (2013), Characteristics of Chinese students' learning styles, International proceedings of economics development and research, Vol. 62, (2013), p.36-39, 10.7763/IPEDR.2013.V62.8 Watkins, C. L. (1997) Project Follow Through: A Case Study of Contingences Influencing Instructional Practices of the Educational Establishment, Cambridge Centre for Behavioural Studies, Cambridge, MA Wursten, H. & Jacobs, C. (2013), The impact of culture on education: Can we introduce best practices in education across countries? The Hofstede Centre, itm international, www.itim.org Thank you!
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