ED1120 Notes PDF

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WEEK 1: Teaching is about relationships The purpose of schooling: Create relationships with the students, and adapted to the different ways in which students learn and develop. Purpose is getting students to think, content is the median. Assessment One: Essay  What makes an effective teacher? o 1 example e.g. teacher  References to readings  Kounin's principles Key sources: SCSA website ACARA website The purpose of schooling: Create relationships with the students, and adapted to the different ways in which students learn and develop. Purpose is getting students to think, content is the median. Melbourne Declaration Goals • Goal 1: Australian schooling promotes equity and excellence • Goal 2: All Australians become: • Successful learners • Confident and creative individuals • Active and informed citizens 7 pillars of wellbeing: 1. Education 2. Stress Management 3. Spirituality 4. Exercise 5. Nutrition 6. Connectedness 7. Environment WEEK 2:  All learning is understanding  No learning will occur without relationships.  Make negatives into positives. What makes an effective teacher?  "Teaching is ultimately about the development of effective relationships" Groundwater-Smith p 151  UK research (OFSTED): o Clear objectives o Careful planning building on earlier learning o Variety of activities o Good pace o Engaging materials o Questioning that promotes understanding o Set high expectation and clear limits

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Directed learning Enthusiastic about their subject

Qualities of an effective teacher 1. Enthuse the students 2. Treat them as individuals 3. Know the subject 4. Be loving, warm 5. Teach to learn 6. Empathise with students 7. Relate to others 8. Be firm, fair and flexible 9. Be organised, prepared 10. Prepare students for life (relevance) 11. Manage the classroom 12. Foster high self esteem 13. Have a sense of humour? 14. Be a complete person 15. Take risks

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John Hattie found: o Know their subject

matter explicitly o Can guide learning through classroom interaction o Can monitor learning and provide feedback o Can attend to affective attributes o Can influence student outcomes  The reflective teacher: o Effective teachers are constantly reflecting on their practice. o "You will recognize your own path when you come upon it, because you will suddenly have all the energy and imagination you will ever need.” - (Jerry Gillies) WEEK 3:  Classroom Management o 3 R’s  respect (relational trust)  rules (why have them?)  routines (development of positive habits) o what works?  Provide motivating learning experiences, be caring, have a sense of humour and maintain a safe learning environment.

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Why misbehave?  Peer pressure, irrelevance of curriculum, bullying, failure of teachers to control classes and individual learning difficulties. Unproductive Behaviour:

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General Human Skills: o friendlessness o positive attitude o ability to listen o compliment genuinely. Relationship Skills with Students: o providing regular attention o reinforcement o continual willingness to help o modelling courtesy and good manners. Relationships with Parents: o Communicate regularly, notes, letters etc o Communicate clearly o Describe expectations clearly o Emphasis progress. Factors affecting school behaviour (Marsh p.221) Barry and King Chapter 16 – classroom management. Kounin’s Principles: o Withitness:  Aware of all that is happening and intervening and the students know that the teacher is giving attention. o Overlapping:  Doing two or more things at the same time. o Smoothness:  Allow the lesson to progress smoothly, avoid distractions that take you to unnecessary places where you lose the attention of students. o Slowdowns:  Losing momentum.  Always manage time as it is a precious resource and helps manage students. o Student accountability:  Self-evident but needs constant work in developing a culture that supports this in a classroom. “They may forget what you said but they’ll never forget how you made them feel.” o Carl W. Buechner.

Managing the classroom:  Positive layout for the kids.  Position at the back of the classroom depending on the students  to show that you are aware etc.  Sweep of the classroom to ensure students are on task  Mutual agreement that all students work to and obey.  Plan the lesson so that all students know, this means students can make a start on the remaining activities  smoothness  Give students time to cool off and make sure that you do not go off at them, so that they don’t do anything bad.  avoid confrontation. WEEK 4: Basic Human Needs: - Physical – physical development - Social – social development - Emotional  moral development - Intellectual  cognitive development Self-esteem: Maslow’s Hierarchy of Needs:

specific ones. Diversity: - Marsh chapter 3 - Learn, think differently and bring different experiences to class. - Cannot provide adequate learning experiences if we are not able to adapt to the different learning styles and capabilities of the students. - Need to include students with disabilities, once you recognise their disability. Multiple Intelligences: - All different must allow for the different learning styles and intelligences.

Work way up from the last needs, to the more

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Differentiation: Acknowledging, understanding and catering for differences in learners, relates to fairness, equality (underpinning principles.) Different ways of engaging students in content.

Approaches to Learning: - We forget because: o Not linked strongly to other ideas in our memory o We need a stimulus for recall o Time decays memory - Construct a bridge between subject matter and the student. Keep an eye on both ends of the bridge. - Strategies to aid cognition: o Tables o Concept maps o Outlines/Summaries o Mnemonics o Flow charts o Analogies - Constructivism: o Learning is a process of constructing meaning and making sense of experiences  Think about prior knowledge and then collaborate to share ideas and developed. o Increase ability to make meaning of experiences o Underpins problem-based learning approaches. - Bloom’s Taxonomy of Learning: o need to gain foundational knowledge first o need to know what level students are at initially. - Kohlberg- Moral Development o Pre-conventional level 0-9 years  Stage 1 – obedience oriented  Stage 2 – concerned with pleasure and self interest o Conventional level 9-19 years  Stage 3 – seek approval for being good  Stage 4 – moral judgements based on law and order

WEEK 6:

Curriculum:  When writing lesson plans three key questions to be asked are: o What will I teach? o What is important to teach? o Where are my resources? Curriculum framework:  An outcomes approach to education  What were its origins?  What is its focus? An outcome focus: - “the focus on outcomes represents a major shift in school curriculum from a focus on educational inputs and time allocated toward an emphasis on the desired results”. - Good teaching has always been outcomes and results focused. - Principles: o An encompassing view of curriculum o Explicit acknowledgement of core values o Inclusivity o Flexibility o Integration, breadth and balance o A developmental approach (phases of development) o Collaboration and partnerships Inclusivity: -

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The Curriculum Framework is for all students it is an inclusive document taking into account the diversity of the range of students it caters for. This is a fine principle but in a pragmatic sense it has created some problems. Values: o The pursuit of knowledge and a commitment to achievement and potential o Self-acceptance and respect of self o Respect and concern for others and their rights o Social and civic responsibility o Environmental responsibility

Overcoming Outputs: 1. Students use language to understand, develop and communicate ideas and information, and interact with others. 2. Students select, integrate and apply numerical and spatial concepts and techniques. 3. Students recognise when and what information is needed, locate and obtain it from a range of resources and evaluate use and share it with others. 4. Students select use and adapt technologies. 5. Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions. 6. Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options. 7. Students understand and appreciate the physical, biological and technological world and have the knowledge, skills and values to make decisions in relation to it. 8. Students understand their cultural, geographic and historical contexts and have knowledge, skills and values necessary for active participation in life in Australia. 9. Students interact with people and cultures other than their own and are equipped to contribute to the global community. 10. Students participate in creative activity of their own and understand and engage with the artistic, cultural and intellectual work of others.

11. Students value and implement practices that promote personal growth and wellbeing. 12. Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively. 13. Students recognise that everyone has the right to feel valued and be safe, and in this regard, understand their rights and obligations and behave responsibly. Learning Areas: 1. 2. 3. 4. 5. 6. 7. 8.

Arts English Health and PE LOTE Mathematics Science Society and environment Technology and enterprise

WEEK 7: Questions to ask when planning a lesson:     

What experiences will help the students learn this subject matter? How will I know what, and how much, the students have learned? What background factors need to be considered in planning this learning experience? What should the students learn as a result of this learning experience? What knowledge, concepts, generalizations or skills have to be covered? In what order?

The Planning Cycle:

Principles of planning (GROUNDWATER-SMITH et al, p188):       

Careful planning needs to be balance with flexibility. Planning is based on knowledge about how students learn Planning needs to consider diversity Planning backwards allow for analysis of achievement and future needs Planning must be negotiable Planning should consider integration possibilities Planning involves attention to detail and resources

Lesson Formats: -

Purpose Anticipated outcomes: Student orientation High expectations Task engagement Task sequencing and timing Closure Resources Extension activities Reflection and evaluation Follow up

5 questions: -

Gagne’s Events of Instruction

What are you learning How are you doing? How do you know? How can you improve? Where do you go for help?

Students need to know how they are going, teachers must give them a sense of knowledge on how the student can be successful when demonstrating a certain skill.

GETIT Model: -

Getting ready to learn Experiencing difference Trying out new behaviours Information processing Transfer

Relation to lesson planning: 

T–what do I want the students to be able to do at the end of the lesson and how can I get them to show this to me?

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I – how can I help them to organise, retain and retrieve the information?

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T – What worked examples, small group or opportunities to practice the concept or skill can I provide?

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E – How can I use my knowledge of the students’ learning styles and interests to introduce the new concept?

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G – What rituals such as puzzles, quizzes or activities can I use to set objectives for the lesson and help the students feel comfortable and involved.

WEEK 8: Assessment: - Assessment is about learning, grading and meeting nation political imperatives - Can take many forms - “an activity undertaken to obtain information about the knowledge, skills and attitudes of students” Principles of Assessment: - assessment can only be based on samples of behaviour and therefore inaccuracies will occur - must communicate to teachers how to make instructions more effective - assessment is not done mainly to grade students but o promote instruction Assessments should be: 1. be an integral part of teaching and learning 2. be educative 3. be fair 4. be designed to meet their specific purpose 5. lead to informative reporting 6. lead to school-wide evaluation processes. Valid assessment: - assess what it claims to - assesses what you wanted your students to learn Educative assessment: - communicates to the teacher what they might need to teach differently - it communicates to students what they should know and what they need to improve Comprehensive assessment: - just as students have preferred learning styles, they all have different ways of demonstrating their learning. Explicit assessment: - students must know what they are being judged on: o assessment criteria should be public and clear - feedback from markers was explicit so you could learn from the experience Reasons for assessing: 1. inform students how they are going 2. inform us how we are going. 3. Grade students 4. Enable reporting to the nation 5. Inform employers about their employees Feedback (biggest impact = teacher): - what can I do? - What can’t I do? Etc Effective teachers do is to give good feedback Feedback: - Timely - Useful o What did well and what to do next time. Week 9:

Functions of assessment:  A temperature taking function: to describe the educational health of the country rather than individual students or systems 

A gate keeping function: to direct students along certain paths of learning deemed ‘essential’

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A feedback to teacher function: to provide information to teachers on the quality of their work

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An objectives-achievement function: to determine whether course objectives have been attained

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An appraisal of program function

Pisa Test: 

The Program for International Student Assessment (PISA) is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years, by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science.

Timms and Pirls: . The Trends in International Measurement of Mathematics and Science (TIMMS) measures the mathematics and science performance of students in Years 4 and Years 8. . A more recent test The PIRLS (Progress in International Reading Literacy Study) 2011 International Results in Reading summarizes fourth grade student achievement in each of the 49 countries in relation to skills in reading. My School:  Schools can use the information on My School to: • monitor performance and identify priority areas in which to focus improvement efforts• support and enhance existing activities to identify schools that are performing at a high level, particularly in their priority areas . Enhance activities that explore success factors in high-performing schools and incorporate relevant strategies into their improvement plans• support communication with the wider school community about their performance and gain support for improvement initiatives. The Accountability Debate: . The national assessments also perform an accountability function. . Australians can expect education resources to be allocated in ways that ensure that all students achieve worthwhile learning during their time at school. . The reported outcomes of national assessments enable the Australian public to develop a general national perspective on student achievement and more specifically an understanding of how their schools are performing. WEEK 11:

Week 11: The purpose of listening:

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To learn To relate – integral to healthy relationships To influence – we are willing to listen to someone’s advice if we believe they listen to and know us To play To help – a pre-requisite for feedback. Sometimes just listening is a help.

Listening major skills: 1. Attending skills  Attentive  Non-verbal cues that indicate interest  A sense of pastoral care  Genuine communication 2. Responding skills  Active vs passive listening  Provide feedback  Use clarification and open-ended questions 3. Paraphrasing  A very useful tool in responding and can show the speaker that you have understood them.  You might be able to elaborate a little or give some extra depth in their statement. EXAM: EFFECTIVE TEACHERS HAVE GOOD LISTENING SKILLS (ACTIVE LISTENING CONTRIBUTES …) Choice of Technique: - Variety - Consider the learning styles of your students - Consider the lesson content and goals - Consider the physical characteristics of the classroom Whole Class Instruction - Keep the teacher presentation brief and interspersed with student activity - Use visual aids/props - Use relevant examples - Ask qu90estions of the students - Consider a seating plan WEEK 12: Professionalism: - Service - Working from a body of scholarly knowledge - Working within a “professional community” - Set of standards Ethical behaviour:

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Encompasses a range of values related to morality and what is considered to be the right thing to do. o Respect o Caring o Diligence o Integrity o Communication

EXAM 

Structure of Exam

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Time Management – 3 Essay questions in 2 hours.

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What does an exam seek to measure?

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What does it signify?

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General areas covered in the exam.

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This is where those who attend the lectures consistently come into their own and those that do not fall apart somewhat.

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Q. 1 Define and discuss the qualities of an effective teacher. (10 marks) Personal qualities Classroom management Teaching strategies Provide evidence

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Q.2 Discuss the guiding principles of the Australian Curriculum

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Name and discuss the 2 major goals of the Melbourne Declaration (read the preamble of this document as it will be useful to answer Q.2)

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Name the general capabilities and discuss why they are central to the Australian Curriculum

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Name the Cross-Curriculum priorities and discuss why they are

important aspects of the Australian Curriculum

▪ Q.3 Assessment, feedback and reporting. ▪ A key AITSL Graduate Standard is “Standard 5: Assess, provide feedback and report on student learning.” ▪ Referring to your reading on assessment, reporting, NAPLAN and MySchool and the need for teachers to be data literate, comment on why you think this standard is a key feature of the graduate standards.

Essay Writing:         

Structure of the essay Introduction that addresses the question Well prepared argument – logically presented References to the lectures and literature Good paragraphing Articulate, well expressed answer Should not have errors in spelling and punctuation Conclusion Length Approx. – 4 pages...