Breakthrough describes unprecedented changes. The original practice was scattered in many places and not systematic enough. What we have to do is to find a path on the basis of existing practice, expect a breakthrough process and form an ideal model. In this change, classroom teaching is the key. Data-driven teaching makes large-scale personalized teaching possible and generally improves the quality of classroom teaching.
The second chapter mainly expounds that the core components of this "breakthrough" system are personalized teaching, precision and professional learning. Personalized teaching is a learner-centered education. It is feasible to reduce the workload of teachers. Accuracy means trying to be correct, which serves personalized teaching and feedback is the key. Feedback must not only be related to standards and grades, but also learning evaluation must provide teachers with teaching feedback so that they can set teaching priorities and curriculum objectives accordingly. Professional learning, non-vocational training or professional learning community is targeted continuous learning. So, how can teachers achieve more in-depth daily learning? The first step is to replace professional training with professional learning concepts; The second step is to understand that professional learning that adapts to the environment is the only business learning that can change classroom teaching. As elmore said, "improvement is more about learning to do the right thing in your work environment."
When I read this chapter, I was deeply touched. In fact, there is no shortage of business training opportunities for teachers now. Expert lectures, famous teacher lecture halls, and special online training at all levels are mostly telling a group of teachers the same story in a unified way. Although many training cases combined with teaching practice are vivid, vivid and grounded, in fact, these vocational training activities have not been transformed into effective teaching strategies and contents in the classroom, nor have they changed the actual classroom teaching of teachers. Facing up to the professional development of school teachers, it is found that there is a lack of in-depth understanding of teachers' professional development needs in different stages of professional development (adaptation, growth and maturity). As a result, the corresponding "hierarchical training" mechanism provided by the school is not perfect, and there is a lack of concern for "personalized development" to some extent.
Then, on the basis of the existing practice, according to the theory of teachers' professional development stages, aiming at the professional development needs of teachers in different professional development stages (adaptation, growth and maturity), how to build a "hierarchical training" system, orderly promote the growth of teachers in adaptation period, help teachers in growth period to mature, and stimulate teachers in mature period to renew themselves. For backbone teachers, help design a "personalized development" program (pay attention to the difference between "personalization" and "individualization", and individualization emphasizes differences, that is, everyone's development is different; Individualization emphasizes innovation, that is, special-grade teachers should be good at exploring their own advantages and providing conditions and resources; For young teachers, according to their "growth needs", we should improve the basic skills of education and teaching in an all-round way, and implement the school-based training plan of "new basic skills", including online research, electronic collective lesson preparation, skillful integration of information technology, good use of "Curriculum Standards" (disciplines), good use of learning situation, good use of teaching materials, good design of homework, good design or preparation of test questions, good analysis of quality and good speech. In addition, emphasize continuous work-related learning "in your work environment", observe in your own classroom and be observed by colleagues, and go to other school teachers' classrooms to let you and other school teachers know what to do when faced with similar problems. In particular, it advocates taking teachers' own problems as the theme and carrying out "How to deal with students' classroom behavior problems?" "How to deal with conflicts between teachers and students? Group training activities on topics such as "posture, breathing and vocal skills" use the training mode of "question, strategy, action and reflection" to fully mobilize the subjective initiative of teachers in the group, guide how to prescribe the right medicine and improve teachers' classroom teaching behavior in a targeted manner.
The third chapter mainly expounds the three most important factors that affect students' grades: learning motivation and high expectations; Learning time and learning opportunities; Targeted teaching. Vygotsky's auxiliary development theory holds that if a "other person with more knowledge" (such as a teacher) constructs learning, so that the difficulty of the learning task to be completed is consistent with the individual needs of learners, then the learning effect of learners will be maximized. The difficulty of this task lies in combining guidance with the needs of individual learners. The most basic point of teaching is that it is effective only if the teaching is accurate enough and directly based on the students' existing foundation, and the students are brought to a higher level of ability. The most important thing for teachers is to design and organize guidance, so that teaching can be targeted. Targeted teaching can and must enter the ordinary classroom. How to break through? First of all, we assume that we have the ability to clearly show what we want to teach (a detailed course map, clearly indicating the learning content, relevant standards and objectives, and the measure of students' progress) and how to teach (detailed and specific knowledge of how to best teach according to these teaching objectives in an ordinary classroom environment, including clear teaching strategies and methods, as well as classroom rules and activities). There are four new components in teaching activities: a powerful evaluation tool, a method to capture process evaluation data without spending too much time, and a measure to design and implement personalized teaching by using each student's evaluation information; An embedded method for monitoring and managing learning. As a result, classroom teaching will be organized with students as the center for the first time; Teaching begins with measuring what students know and can do; Teaching is designed according to this information.
Based on the content of the third chapter, I made some attempts on the classroom teaching design of Unit 9 in the first semester of the fifth grade of labor technology, as shown in the following figure:
The contents of "What are we going to teach" and "How to teach" in Breakthrough are the same as those in Understanding-oriented Instructional Design, that is, there are three stages of instructional design: the first stage, the expected learning results; The second stage, the expected evaluation of evidence; The third stage, learning experience and teaching activities. However, Breakthrough changed the three stages of understanding instructional design into "what should we teach" and "how to teach". The English version of Breakthrough was published in 2006 (colvin Press, 2006), and the English version of Instructional Design of Understanding was published in 2005 (the first and second editions were published in 2008). Therefore, these two books were published one after another. It's hard to say that the breakthrough borrowed instructional design for understanding, but one thing is certain. This theory urges the focus of education reform to shift from attaching importance to resource input to attaching importance to students' academic performance, and requires schools and teachers to take full responsibility for students' academic performance. Teachers are required to pay attention to what students have "learned" rather than "taught", and curriculum design should return to students' practical ability to transfer what they have learned under the new situation.
The next three chapters also explain that the only way to make classroom teaching what we expect is to design and create an expert teaching system. Drawing lessons from the practice of medical and health system, the key learning guidance path is constructed: drawing the teaching path map, describing the overall "terrain" (learning overview), marking the remarkable characteristics experienced by learners in the whole learning journey, then determining the key stages of the learning journey, and finally determining the medium-term goals or achievement statements, as well as more specific short-term progress indicators; Measure and monitor learning, specifically list the main teaching achievements that run through the whole segment to be evaluated, establish a comprehensive pre-class test and after-class test plan, refer to the main stage characteristics of students' learning process expressed in the performance statement, measure students' situation at the beginning and end of each academic year, and be sure to pay attention to the reference indicators to design a plan to monitor students' daily progress; According to each student's learning needs, use data to teach accurately. Teachers summarize all the evaluation data obtained from pre-school tests, decide which development stage each student is in, effectively group students, and teach students in accordance with their aptitude in large classes and group learning scenarios. ...
In fact, although the book Breakthrough is not as thick as 100, it is quite laborious and time-consuming to read, and some chapters have to be read several times to understand. What does it mean to be a teacher every day? Quality is not a static set of characteristics or traits, but an extended practice that needs to be improved every day. What does a learning teacher mean? Learning with substantial progress is carried out in situations, that is, continuous improvement in the environment where we work; In daily life, what does targeted teaching mean for each student? ..... These questions deserve our deep thought. "Breakthrough" is not just a word, but a system, a 3P model supported by six core functions.