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EDU10004 Theories of Teaching and Learning Assignment 3 Case Study Team A:

Student Name: Student Number: Group Number: Group 7

ELA Name: Melissa Lindsay Date Submitted: 5/2/2018

Amy Smith 101372852

Theories of Teaching and Learning

Case Study 3 5/2/018

Part 1: Analysis of the scenario An overview of the given scenario suggests that the present atmosphere in the classroom is not conducive to learning and several key issues/challenges have been identified as being responsible for this. The teacher is a crucial contributor in promoting children’s learning and development in the classroom. He/she is required to design a learning program that caters to all students with consideration to individual student’s culture, strengths, interests and knowledge (DEECD, 2011). The teacher getting Eliza to put away the cat skeleton, has not only denied her the opportunity to tell her story (Quintero, 2007) but has also deprived the other interested students from valuable peer-learning and collaboration experience. All the students have also missed out on the experience of a socio-cognitive conflict which is a key process in cognitive development (Duchesne, 2013). A teacher’s responsibility is to provide a safe and stimulating learning environment (DEECD, 2011). The teacher’s subdued shriek followed by an angry outburst towards Eliza can be seen as a failure in this regard. Her reaction may have given rise to negative emotions/feelings of rejection and fear from showing initiative in future, among all children. It may have inadvertently reinforced Ahmed’s distress instead of resolving it through discussion about his feelings, other living things and probably the skeleton itself. School/teacher and community/parent partnership enhances student’s engagement and academic results (DEEWR, 2011). Eliza’s parents had not discussed the subject of Eliza’s show and tell with the teacher, which is an indication of lack of communication between the two. This may again adversely affect Eliza’s motivation and participation in the classroom. From a cognitivist perspective, the agency of students, social/peer interaction, students’ maturity and an environment that can potentially teach new concepts and expand on

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Amy Smith 101372852

Theories of Teaching and Learning

Case Study 3 5/2/018

known ones; are all key factors of cognitive development (Duchesne, 2013). All these factors have been potentially hindered by the aspects of this scenario discussed above and need to be addressed to achieve positive outcomes from this challenging situation.

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Amy Smith 101372852

Theories of Teaching and Learning

Case Study 3 5/2/018

Part 2: Consideration of Post-modern theoretical perspective Postmodernism; a pluralistic attitude to learning “founded upon the opinion that there is not one type of learner, not one particular goal for learning, not one way in which learning takes place, nor one particular environment where learning occurs” (Kilgore, 2001.p.53). The theory promotes teachers to examine the values and interests constructed in classroom practices, to sight teaching and learning interactions from different perspectives (Ryan, & Grieshaber, 2005.p.36). Postmodern educators strive to provide students with a set of logical skills, this theory highlights the individuality of each child and allows them to create their learning environments. (Ryan, & Grieshaber, 2005.p.43).

The scenario depicts a real-life situation presented in a classroom; postmodernism perspectives show several vital issues arising from the summary and explains how children learn. The teacher hadn't actively set up the sessions; there hadn't been any teacher-child or teacher-parent communication to outline details and criteria for the oral presentations. Eliza, presented an item for show and tell, the teacher asks her what it is that she has, Eliza proudly announces her item. However, the session quickly turns negative, the shriek from the teacher causes distress and embarrassment throughout the classroom and beyond. Berk and Winsler, (1995) cited in MacNaughton, (2009) writes that Vygotsky emphasises, social interactions and social experiences direct what children learn and lead the processes through which they can learn. Leading Ahmed and Eliza to associate and learn to fear for future show and tells, and that the teacher cannot support their emotional needs due to her own beliefs of Eliza's discovery. Quintero (2007), suggests, postmodern perspectives “allow all learners of all ages and all backgrounds to tell their own story.” Having to shut the box the teacher denies Eliza the opportunity to be able to tell her story and share her discovery with her peers and that

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Amy Smith 101372852

Theories of Teaching and Learning

Case Study 3 5/2/018

knowledge; co-constructed is influenced by ethics, values and politics. In this case, Eliza’s learning is a product of the dynamic power held by the teacher and the environment (Foucault, 1982 as cited in MacNaughton, 2009. p.56 & 62). The other students who showed interest in the skeleton were also denied learning; they were denied the opportunity of extending their knowledge from others. Quintero (2007), also states, to assimilate is to draw on one’s own and more experienced others’ expertise and to be able to convert these and compose beliefs for future learning experiences. Postmodernists use real-life experiences to foster literacy (Quintero, 2007) emphasising for teachers to use what-if scenarios within their practices, "what if we put away the skeleton and explore living things, animal life cycle or to discover if all animals have skeletal systems or not?" Could allow Eliza to explore, express and make choices about her discovery through other learning environments. Further, MacNaughton, (2009) writes, that Vygotsky states, knowledge is established through ‘collaborative cognitive activity’ and arranged ‘assisted discovery’ with more knowledgeable others. Teachers who have a postmodern perspective allow children to be involved in and co-construct their learning. Together they can explore new learnings through art, researching living things, animal life cycles and finding out if all animals have skeletal systems or not. These learnings could allow Ahmed to deepen his knowledge of life and death, life cycles, and skeletal systems. He would develop a truth about the cat skeleton, which yes it was once just like Tiggy. Practices of postmodern perspectives would give teachers the tools to arrange hands-on discoveries (MacNaughton, 2009). Post-modernist creates hands-on approaches giving the children a deeper meaning to their learnings and build on their prior knowledge through teacher-child and child-child interactions opening the opportunity for the missed learning between peers seen in the scenario (MacNaughton, 2009). Example; after showcasing paleontologists digs and some of the tools they used, creating a digging site the children can explore like

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Amy Smith 101372852

Theories of Teaching and Learning

Case Study 3 5/2/018

paleontologists. Postmodernists perspectives show that children’s learning will take place in problem-solving situations. Where they will draw on their own experiences and prior knowledge this is a technique of teaching through which students interact with their peers, and the environment by exploring and manipulating objects, contends with questions, discussions, and performing experiments (Duchesne, McMaugh, Bochner & Krause. 2013).

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Amy Smith 101372852

Theories of Teaching and Learning

Case Study 3 5/2/018

Part 3: Review and comparison The strengths and limitations of behaviourism, humanism, post-modernism and socioculturalism in effectively resolving the scenario are evident on comparison. Behaviourism is synonymous with being teacher-centered, observable behaviour oriented and oblivious to cognitive development and emotional wellbeing (Ertmer, Newby & Medsker, 2013). While this effectively helps understand the “cause and effect” applicability in the scenario, it’s application will not ease Ahmed’s distress, nor will it acknowledge Eliza’s initiative and other students’ inquisitiveness. Humanism factors individual uniqueness in development and learning (McLeod, 2017). It emphasises individualistic learning which could be challenging in this situation given the differing needs within the classroom and the generally restricted time allowed for such activities. In Maslow’s theory of motivation, the needs for safety, belonging and respect/self-respect supersede the cognitive needs (Crain, 2000). This could potentially place more emphasis on Ahmed’s emotional need, than on Eliza’s and other children’s cognitive requirements. Humanisation and social transformation are the key objectives of post-modernism (encompassing critical pedagogy and post-structuralism). It is challenging for educators to identify these oppressive factors in classroom leading to power imbalance and an overemphasis on this, may restrict thought and action. It is opposed to “banking” model of education and favours students’ agency. Being driven by social/political change (Esmonde & Booker, 2016; Numer & Gahagan, 2009), it lacks in providing guidelines regarding parentteacher partnership and emotional aspects. In contrast, socio-culturalism promotes peer-collaboration and teacher-student partnership in the co-construction of knowledge (Duchesne et al., 2013). It champions holistic (cognitive, social and emotional) child development without overemphasis on any

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Amy Smith 101372852

Theories of Teaching and Learning

Case Study 3 5/2/018

facet (Blake, 2013). Application of Bronfenbrenner’s ecological theory to the scenario will ensure efficient parent-teacher partnership and Vygotsky’s socio-historical context of learning and zone of proximal development will help in contextualizing Eliza’s interest and in expanding all students existing knowledge. Bruner’s scaffolding will help students realise their maximum potential, while contributing actively to the process. Finally, Bandura’s social learning will inspire the teacher to model a positive and encouraging behavior (Duchesne et al., 2013), thereby ensuring a positive learning outcome for all.

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Amy Smith 101372852

Theories of Teaching and Learning

Case Study 3 5/2/018

Part 4: New Scenario Socio-cultural theory encourages student’s agency and participation in the learning process with teacher's support and direction. It explains learning in a social context (Blaise, 2011), promotes parent-teacher partnership and provides effective tools such as scaffolding, zone of proximal development and peer collaboration to achieve this (Duchesne et al., 2013). It supports holistic development by promoting cognitive, emotional and social wellbeing (Millikan, 2003). Hence, it has been ascertained that having predetermined rules for the show-and-tell and encouraging active parent participation, while applying a sociocultural theoretical approach, will provide an effective learning environment catering to learning needs of all involved. A new scenario incorporating this decision has been presented below. A grade 2 teacher has discussed an oral presentation timetable and its rules with students and their families. It requires the parents to help their children select an object for this purpose and inform the teacher about the choice prior to the activity, to allow time for consideration and pre-planning. It is Eliza’s turn today. She had initially wanted to bring in a cat skeleton which she discovered under their new home. Her parents notified the teacher about this, leading to a discussion among them about the potential distress it could cause. It was then agreed upon to bring a photo of this discovery instead and Eliza’s mother, who is a paleontologist, was invited to participate in the activity as a specialist. At the beginning of the class, teacher explains that today’s presentation will be preceded by a brief introduction on the topic of fossils/bones and their scientific importance by Mrs. Eldridge, Eliza’s mother and a paleontologist by profession. The students are excited. They attentively listen to Mrs. Eldridge and are intrigued by Eliza’s discovery.

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Amy Smith 101372852

Theories of Teaching and Learning

Case Study 3 5/2/018

The activity is followed by enthusiastic discussion and questions from students. Mrs. Eldridge answers some questions, but many are answered by the students themselves with the help of teacher's scaffolding. Ahmed looks unsettled and upon teacher's enquiry, he shares his concern. He wants to know if this skeleton is important and whether it will be placed in a museum. Mrs. Eldridge confirms that the skeleton is that of a common pet and does not present itself as a unique discovery that could be preserved in a museum. Observing the students’ compassion, teacher suggests that they could collectively decide what they would like to do with the skeleton. A unanimous decision is made to respectfully bury the skeleton again. This helps the children, especially Ahmed feel more settled as he has an old pet cat (Tiggy) himself. Parent involvement has resulted in a successful show-and-tell and has allowed the teacher to extend this topic further. She has channelled students' interest in the skeleton to the subject of how living things grow, develop and reproduce (ACARA, 2017, ACSSU030, v.8.3). Students empathy and concern for the dead cat (skeleton) has been used to elaborate how science is used in everyday life, even when caring for other living things, including their pets (ACARA, 2017, ACSHE035, v.8.3). Mrs. Eldridge has agreed to seek permission from her work to take the students on a tour of her workplace. As can be seen, this new scenario is free of all the issues that plagued the original one. The teacher involving parents and students in the activity's planning phase has encouraged their participation. Knowing Eliza’s mother’s profession has been pivotal in the teacher understanding Eliza’s curiosity. Providing an alternative to Eliza’s initial choice, instead of replacing it with something unrelated, has encouraged her agency and reduced Ahmed’s distress significantly. Allowing the students to decide to bury the remains again, has provided them with strategies to cope with similar distress. Every student’s curiosity and concern has been addressed throughout by having a specialist of the topic

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Amy Smith 101372852

Theories of Teaching and Learning

Case Study 3 5/2/018

and through teacher’s scaffolding. Extending the subject to further lessons and a potential field trip has extended students existing knowledge. It can be concluded that sociocultural approach provides an equitable learning outcome by maximising the unrealised potential present in the initial scenario.

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Amy Smith 101372852

Theories of Teaching and Learning

Case Study 3 5/2/018

Part 5: Reflection Within this team assignment, I have had the opportunity to draw on more experienced others’ their expertise and have been able to modify these and form knowledge for future learning experiences (Quintero, 2007). I have gained a deep understanding of more learning perspectives and how they can influence teachers practices and support children within the classroom environment. Davies, Fidler & Gorbis. (2011) State that the “ability to connect to others deeply and directly is to sense and stimulate reactions and desired interactions” I feel our team connected well, we all had a voice and were able to have an input, give critical feedback and ask for help when needed. We communicated consistently on daily bases, and all contributed throughout the task. There were small amounts of miss understandings, which could have been due to not personally having a specific role, time differences, and not being unable to assess other team members. Kear (2012) discusses that a lack of social existence with online collaboration can present complication in team-work, many teams find face-to-face communication favourable to be able to assess team member’s emotions, see their gestures and hear the tone to their words. However, any miss understandings were quickly resolved with consistent online communication with all team members, and specific roles were not needed within this team.

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Amy Smith 101372852

Theories of Teaching and Learning

Case Study 3 5/2/018

References Australian Curriculum and Reporting Authority [ACARA], (2017). Version 8.3. Australian Curriculum: F-10 curriculum. Year 2 Content Descriptions. Science Understanding (ACSSU030). Retrieved from https://www.australiancurriculum.edu.au/f-10curriculum/learning-areas/ Australian Curriculum and Reporting Authority [ACARA], (2017). Version 8.3. Australian Curriculum: F-10 curriculum. Year 2 Content Descriptions. Science as Human Endeavour (ACSHE035). Retrieved from https://www.australiancurriculum.edu.au/f10-curriculum/learning-areas/ Australian Government: Department of Education, Employment and Workplace Relations [DEEWR]. (2011). Strengthening family and community engagement in student learning resource. Retrieved from http://www.partners4learning.edu.au/_uploads/_ckpg/files/Attachment %205_Strengthening%20family%20and%20community%20engagement%20in %20student%20learning%20resource.pdf Blake, E. J. (2013). A Socio-Cultural Study of Learning and Teaching Science in Early Learning Centres. Retrieved from https://espace.curtin.edu.au/bitstream/handle/20.500.11937/1943/193113_Blake %202013.pdf?sequence=2&isAllowed=y Blaise, M. (2011). Teachers theory making. In G. Latham, M. Blaise, S. Dole, J. Faulkner & K. Malone (Eds.), Learning to teach: New times, new practices (Vol. 2, pp. 105-157). South Melbourne: Oxford University Press. Crain, W. (2000). Theories of development 4 edn. New Jersey: Prentice Hall. pp. 361-373. Department of Education and Early Childhood Development [DEECD]. (2011). Victorian early years learning and development framework. Retrieved from http://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldfr amework.pdf Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. L. (2013). Educational psychology: For learning and teaching (4th ed.). Chapter 2 Cognitive Development. South Melbourne, VIC: Cengage Learning. Ertmer, P. A. Newby, T. & Medsker, K. L. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Retrieved from http://web.a.ebscohost.com.ezproxy.lib.swin.edu.au/ehost/pdfviewer/pdfviewer? vid=1&sid=b664aaa9-0c64-4407-8494-fc79d11cc1cb%40sessionmgr4009 Esmonde, I. & Booker, A. N. (2016). Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning. 8 Critical Pedagogy and Sociocultural Theory (pp 139-161). Retrieved from https://ebookcentral.proquest.com/lib/swin/detail.action?docID=4756208 MacNaughton, G. (2009). Exploring critical constructivist perspectives on children's learning. In A. Anning, J. Cullen & M. Fleer (Eds.), Early childhood education: Society and culture (Vol. 2, pp. 54-63). London: Sage Publications Ltd. McLeod, S. (2013). Erik Erikson. Simply psychology. Retrieved from http://www.simplypsychology.org/Erik-Erikson.html Millikan, J. (2003). Reflections: Reggio Emilia Principles within Australian Contexts. Castle Hill: Pademelon Press. Numer, M. S. & Gahagan, J. (2009). The Sexual Health of Gay Men in the Post-AIDS Era: Feminist, Post-Structuralist and Queer Theory Perspectives. International Journal of Men's Health; Vol. 8, Issue 2. Retrieved from https://search-proquest-

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Amy Smith 101372852

Theories of Teaching and Learning

Case Study 3 5/2/018

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