ESL Video Quiz: Teacher need real feedback

Quiz by: hoa16695
Quiz #: 27027
(ESL Category: listening) by Nguyen Thi Phuong Hoa_13E3_ICT
1937




0:00Translator: Joseph Geni Reviewer: Morton
Bast
0:12Everyone needs a coach.
0:15It doesn't matter whether you're a
basketball player,
0:18a tennis player, a gymnast
0:21or a bridge player.
0:24(Laughter)
0:26My bridge coach, Sharon Osberg,
0:29says there are more pictures of the back of
her head
0:31than anyone else's in the world. (Laughter)
0:34Sorry, Sharon. Here you go.
0:38We all need people who will give us
feedback.
0:42That's how we improve.
0:44Unfortunately, there's one group of people
0:47who get almost no systematic feedback
0:50to help them do their jobs better,
0:52and these people
0:53have one of the most important jobs in the
world.
0:56I'm talking about teachers.
0:59When Melinda and I learned
1:01how little useful feedback most teachers
get,
1:04we were blown away.
1:06Until recently, over 98 percent of teachers
1:10just got one word of feedback:
1:13Satisfactory.
1:15If all my bridge coach ever told me
1:18was that I was "satisfactory,"
1:20I would have no hope of ever getting
better.
1:23How would I know who was the best?
1:26How would I know what I was doing
differently?
1:30Today, districts are revamping
1:32the way they evaluate teachers,
1:34but we still give them almost no feedback
1:38that actually helps them improve their
practice.
1:41Our teachers deserve better.
1:44The system we have today isn't fair to
them.
1:48It's not fair to students,
1:49and it's putting America's global
leadership at risk.
1:54So today I want to talk about how we can
help all teachers
1:58get the tools for improvement they want and
deserve.
2:02Let's start by asking who's doing well.
2:06Well, unfortunately there's no
international ranking tables
2:09for teacher feedback systems.
2:11So I looked at the countries
2:13whose students perform well academically,
2:16and looked at what they're doing
2:19to help their teachers improve.
2:22Consider the rankings for reading
proficiency.
2:25The U.S. isn't number one.
2:27We're not even in the top 10.
2:29We're tied for 15th with Iceland and
Poland.
2:34Now, out of all the places
2:37that do better than the U.S. in reading,
2:39how many of them have a formal system
2:42for helping teachers improve?
2:45Eleven out of 14.
2:48The U.S. is tied for 15th in reading,
2:50but we're 23rd in science and 31st in math.
2:55So there's really only one area where we're
near the top,
2:58and that's in failing to give our teachers
3:00the help they need to develop their skills.
3:04Let's look at the best academic performer:
3:07the province of Shanghai, China.
3:10Now, they rank number one across the board,
3:14in reading, math and science,
3:17and one of the keys to Shanghai's
incredible success
3:20is the way they help teachers keep
improving.
3:24They made sure that younger teachers
3:26get a chance to watch master teachers at
work.
3:30They have weekly study groups,
3:32where teachers get together and talk about
what's working.
3:35They even require each teacher to observe
3:38and give feedback to their colleagues.
3:41You might ask, why is a system like this so
important?
3:45It's because there's so much variation
3:48in the teaching profession.
3:50Some teachers are far more effective than
others.
3:54In fact, there are teachers throughout the
country
3:57who are helping their students make
extraordinary gains.
4:00If today's average teacher
4:02could become as good as those teachers,
4:05our students would be blowing away the rest
of the world.
4:09So we need a system that helps all our
teachers
4:12be as good as the best.
4:14What would that system look like?
4:17Well, to find out, our foundation
4:19has been working with 3,000 teachers
4:21in districts across the country
4:23on a project called Measures of Effective
Teaching.
4:28We had observers watch videos
4:30of teachers in the classroom
4:32and rate how they did on a range of
practices.
4:35For example, did they ask their students
4:37challenging questions?
4:39Did they find multiple ways to explain an
idea?
4:43We also had students fill out surveys with
questions like,
4:48"Does your teacher know
4:50when the class understands a lesson?"
4:52"Do you learn to correct your mistakes?"
4:55And what we found is very exciting.
4:58First, the teachers who did well on these
observations
5:02had far better student outcomes.
5:05So it tells us we're asking the right
questions.
5:08And second, teachers in the program told us
5:11that these videos and these surveys from
the students
5:14were very helpful diagnostic tools,
5:17because they pointed to specific places
5:20where they can improve.
5:22I want to show you what this video
component of MET
5:26looks like in action.
5:28(Music)
5:31(Video) Sarah Brown Wessling: Good morning
everybody.
5:33Let's talk about what's going on today.
5:35To get started, we're doing a peer review
day, okay?
5:39A peer review day, and our goal by the end
of class
5:41is for you to be able to determine
5:43whether or not you have moves to prove in
your essays.
5:46My name is Sarah Brown Wessling.
5:47I am a high school English teacher
5:49at Johnston High School in Johnston, Iowa.
5:51Turn to somebody next to you.
5:53Tell them what you think I mean when I talk
about moves to prove. I've talk about --
5:56I think that there is a difference for
teachers
5:58between the abstract of how we see our
practice
6:02and then the concrete reality of it.
6:03Okay, so I would like you to please bring
up your papers.
6:07I think what video offers for us
6:10is a certain degree of reality.
6:12You can't really dispute what you see on
the video,
6:15and there is a lot to be learned from that,
6:17and there are a lot of ways that we can
grow
6:19as a profession when we actually get to see
this.
6:22I just have a flip camera and a little
tripod
6:25and invested in this tiny little wide-angle
lens.
6:29At the beginning of class, I just perch it
6:31in the back of the classroom. It's not a
perfect shot.
6:34It doesn't catch every little thing that's
going on.
6:36But I can hear the sound. I can see a lot.
6:40And I'm able to learn a lot from it.
6:42So it really has been a simple
6:45but powerful tool in my own reflection.
6:47All right, let's take a look at the long
one first, okay?
6:51Once I'm finished taping, then I put it in
my computer,
6:53and then I'll scan it and take a peek at
it.
6:56If I don't write things down, I don't
remember them.
6:58So having the notes is a part of my
thinking process,
7:02and I discover what I'm seeing as I'm
writing.
7:06I really have used it for my own personal
growth
7:08and my own personal reflection on teaching
strategy
7:11and methodology and classroom management,
7:14and just all of those different facets of
the classroom.
7:18I'm glad that we've actually done the
process before
7:20so we can kind of compare what works, what
doesn't.
7:23I think that video exposes
7:26so much of what's intrinsic to us as
teachers
7:30in ways that help us learn and help us
understand,
7:33and then help our broader communities
understand
7:35what this complex work is really all about.
7:39I think it is a way to exemplify and
illustrate
7:43things that we cannot convey in a lesson
plan,
7:46things you cannot convey in a standard,
7:48things that you cannot even sometimes
convey
7:51in a book of pedagogy.
7:53Alrighty, everybody, have a great weekend.
7:56I'll see you later.
7:57[Every classroom could look like that]
7:59(Applause)
8:05Bill Gates: One day, we'd like every
classroom in America
8:08to look something like that.
8:10But we still have more work to do.
8:13Diagnosing areas where a teacher needs to
improve
8:16is only half the battle.
8:18We also have to give them the tools they
need
8:21to act on the diagnosis.
8:23If you learn that you need to improve
8:25the way you teach fractions,
8:27you should be able to watch a video
8:29of the best person in the world teaching
fractions.
8:33So building this complete teacher feedback
8:36and improvement system won't be easy.
8:39For example, I know some teachers
8:41aren't immediately comfortable with the
idea
8:43of a camera in the classroom.
8:46That's understandable, but our experience
with MET
8:49suggests that if teachers manage the
process,
8:53if they collect video in their own
classrooms,
8:55and they pick the lessons they want to
submit,
8:58a lot of them will be eager to participate.
9:02Building this system will also require
9:05a considerable investment.
9:08Our foundation estimates that it could cost
9:11up to five billion dollars.
9:14Now that's a big number, but to put it in
perspective,
9:18it's less than two percent
9:20of what we spend every year on teacher
salaries.
9:24The impact for teachers would be
phenomenal.
9:28We would finally have a way to give them
feedback,
9:32as well as the means to act on it.
9:34But this system would have
9:35an even more important benefit for our
country.
9:39It would put us on a path to making sure
9:42all our students get a great education,
9:46find a career that's fulfilling and
rewarding,
9:48and have a chance to live out their dreams.
9:52This wouldn't just make us a more
successful country.
9:56It would also make us a more fair and just
one, too.
10:01I'm excited about the opportunity
10:04to give all our teachers the support they
want and deserve.
10:09I hope you are too.
10:11Thank you.
10:12(Applause)

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