What does teaching look like? What practices are most impactful? Around the world, researchers, policy makers, parents and students agree that teachers matter. Yet, we have just begun to understand what, how and why teachers do what they do in their classrooms. By directly observing teaching, the Global Teaching InSights (GTI) trialled new research methods to answer these key questions, a critical step to better education. Through its detailed study and rich collection for observing teaching, the GTI showcases quality teaching practices to spur reflection, knowledge sharing and peer collaboration among stakeholders at a global scale.
The Global Teaching InSights Video Study
This report provides a detailed account of instructional practices in the classrooms of eight countries and economies, drawing upon the observation of lesson videos and instructional materials, the analysis of teacher and student questionnaires, and the measurement of students’ cognitive and non-cognitive outcomes to:
The Global Teaching InSights Initiative
The initiative, resulting from the study, aims to make quality teaching practices from around the world visible through classroom videos and observation tools that are fully available to the public. Authentic classroom videos provide tangible examples of teaching to stimulate a new and effective international, peer-driven discussion around pedagogy, broaden national horizons by presenting diverse teaching approaches, and support the teaching profession with powerful classroom practice resources.
GTI Observation Tools
GTI's Observation Tools are designed to bring the best international research directly to teachers. In particularly, these tools focus on aspects of teaching that experts from across the globe agree are fundamental for proficient teaching. These observation tools are designed to bring the best international research to the fingertips of teachers, and are grounded in numerous videtaped examples of actual lessons filmed in different countries.
Arranged into six domains of practice that researchers agree are fundamental to high quality teaching, these interactive observation tools can be used in the classroom and as a resource for exploring our collection of classroom videos. Available in English and Spanish for download, these tools will stimulate your own thinking about key aspects in your teaching practice, and help to provide you with a rich global outlook for professional growth.
Strong classroom management allows teachers and students to focus on learning and use time efficiently. This channel demonstrates the quality of observed classroom management practices as well as how classroom activities were structured and where in the lesson instructional time was lost. These videos also show teachers’ and students’ perceptions of classroom management practices.
See the Classroom Management Collection, including Making Self-Reflection a Routine. In this Colombian classroom, a teacher brings self-reflection into part of the process of teaching and learning for students:
Learning is not easy. In the classroom students must carry out work, express ideas, and push their thinking, often encountering and exposing difficulties. For students to be willing to be vulnerable, it is essential that they feel sheltered from embarrassment and well-supported. The extent to which a teacher can create a safe and respectful environment is important in determining the potential of a lesson.
Visit the Social-Emotional Support collection, including Building a Respectful Environment. For example, in this mathematics lesson on quadratic equations, this public school teacher immerses students in a collaborative group activity.
Teachers make plans for their lessons but they must also remain flexible and willing to adjust these plans based on the students’ reactions and responses to the instruction as it unfolds. In thinking about what it takes to assess students thinking during a lesson and align the instruction accordingly, the ability to uncover student thinking to guide further instruction is crucial.
From the Responsiveness Collection: Elliciting More Detailed Student Thinking. In this Japanese classroom, see how this teacher challenges students to explain their methods in detail and explore the underlying logic for their answers.
Quality of Subject Matter
Another important goal of teaching is to promote student interest in and understanding of the subject matter. Classrooms that revolve around quality subject matter learning are first and foremost characterised by the clarity and accuracy of the ideas, concepts and tasks presented. In subject matter-rich classrooms, the content in which the teacher and students engage is correct as well as clearly represented so that students can focus on understanding the meaning of the concept or task.
Check out the Quality of Subject Matter collection, including Using Real-World Examples to Facilitate Comparisons
Classroom discourse – the written and spoken word – is the medium through which teaching and learning takes place. It is important that there are opportunities for discourse and students need opportunities to engage in discourse that are clearly focused on a learning objective. It is valuable for students to take a role in such discourse and provide detailed explanations of their thinking so that becomes visible to peers and the teacher..
Visit the Classroom Talk Collection by starting with Facilitating Detailed Explanations. This teacher in Colima, Mexico, invites students to speak out and think through their answers with encouragement and purposeful questioning.
When students are cognitively engaged, they tend to be more interested and their learning outcomes improve. It can be challenging to discern from observations of students’ behaviour whether or not students are cognitively engaged so discerning students’ cognitive engagement must go beyond observing whether students are moving their pencils or listening attentively to whoever is speaking.
See the entire Cognitive Engagement Collection including Understanding Procedures Through Mistakes. From the video in this collection, notice how the teacher guides students with specific hintes and questions. How does she illustrate misconceptions to the class?
Check out the Observation Masterclasses collection which features videos showcasing classroom observations in mathematics classes, with a specific focus on the intricacies of teaching the quadratic formula through various strategies. Each video presents a unique case study, providing an in-depth exploration of how educators approach this fundamental topic. To enrich your learning experience, you will find valuable documents linked in the description of each video. Join us on a formal and informative journey to explore diverse teaching methods and gain a profound understanding of quadratic formula instruction in these illuminating masterclasses.
See the full playlist here and refer to the available themes below.
Solving a Quadratic Equation by Completing the Square
Using Problems to Support Student Learning in a Japanese Lesson
Mathematic Modelling Through Cartesian Graphics
Completing the Square: How to Solve Quadratic Equations
Quadratic Equations: Representations and Solutions by Completing the Square
Definiting Student Engagement
Making Sense of Student Thinking During Instruction
Agency and Positioning
Deciding How to Incorporate Student Work Throughout a Lesson
Scaffolding Mathematical Problem Solving
Utilizing Students' Responses in Discussions to Develop Students' Deeper Understanding
Encouraging Students to Explore and Work with Patterns
Deeply Understanding the Quadratic Formula and Supporting Students to Generalize
Exploring Pedagogical Strategies in Teaching Quadratic Equations
Using Geometry to Help us Solve Quadratic Equations
Maintaining the Cognitive Demand of Mathematical Tasks and Making use of Multiple Representations
Teacher InSights // GTI Crowdsourcing
The GTI's crowdsourcing initiatives on different themes directly engage teachers to share their own insights and advice, directly from the classroom on different important subjects.
See the different videos here and learn more about the latest iniative, Teaching for Climate Action:
Transforming how our next generation thinks and acts about the environment and the world requires profound changes in teaching and learning. And that is why the OECD, UNESCO and Education International ran a joint initiative to gather teacher expertise on what makes a difference in student agency to act and lead on climate matters. Roughly 850 teachers actively contributed to this initiative, with engagement from more than 6500 visitors across 157 countries.
You can also read the highlights from the initiative here: Teaching in Focus #44-Teaching for Climate Action.
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