Intro to Teaching - Notes PDF

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Introduction to Teaching and Curriculum Frameworks. Summarised lecture and tutorial notes....

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Intro to Teaching WEEK 1 – TUTORIAL 1 Why have you been chosen to be a teacher? I have decided to become a teacher as I believe it is such a meaningful career and so important in the world. I want to be positive influence and good role model for Children. Aims of School: - Provide a positive, safe and effective learning environment - Allows healthy social interactions Reflection: Today has really opened my eyes to the aims of schooling and the purpose of education in our world. The new. Piece of information I found interesting is the overarching goals of the Melbourne Declaration for schooling in Australia. The purposes of schooling are to promote equity and excellence and for young Australians to become successful learners in a safe and open-minded environment. Notes:  At school we have all experienced good and bad teachers, which makes it easy for us to intuitively know what makes a good teacher.  All books and research conclude that no single teaching strategy is effective all the time for each and every student.  Learning can be influenced by what the learner believes about school and learning. For example; if they believe school is a waste of time, they are less likely to engage and learn  Quality learning results in changes in understanding. These changes in understanding are a direct result of learner’s experiences and their thinking about those experiences. The. Changes in understanding then enable learners to change their behaviour.  High quality learning characteristics: o Students are able to apply knowledge to solve problems o Students are able to communicate their knowledge to others o Students are able to perceive relationships between their existing knowledge and new learnings o Students retain newly acquired knowledge for a long time o Students are able to discover or create new knowledge for themselves o Students want to learn more  High quality learning is: meaningful, deep, transformative and metacognitive.  5 domains of total learning: o Competent learning o Creative learning o Conscious learning o Collaborative learning o Constructive learning

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A constructivist approach to teaching encourages teachers to look for patterns in their students thinking to help them understand their students thinking to analyse their thinking. Knowledge is obtained and understanding is expanded through active construction. Teaching for understanding – learning is a process of understanding, and understanding is essentially about making sense of their experiences. Students understand something when it has meaning to them. Three ways which learners can understand: o First, need to know basic meaning of what they are doing o Second, should conceive the tasks in which they are doing to be more than just a sequence of steps o Last, need to be able to apply tactics and strategies for learning and exploring the subject To teach so your students understand – step 1 is to describe what it is that you want your students to understand – step 2 is to select content that is suitable to help the students gain understanding on the topic. Engaging students process: o Elicitation – act of drawing out info from another person / brainstorming o Comparison – requires teacher to give an understanding of the topic using demonstration o Resolution – teacher to guide students o Application – students use their findings

WEEK 2 – LECTURE 2 Intuitively we know what makes a good teacher. Teaching is act of service, hope. We teach to improve students’ skills and give them hope. The only way to improve outcomes, is to improve instruction. Melbourne Declaration Goals 1. Australian schooling promotes equity and excellence 2. All young Australians become: - Successful learners - Confident and creative individuals - Active and informed citizens General Capabilities of the Australian Curriculum

An effective teacher:  Enthuse the students  Patient and persistent  Treat them as individuals  Know the subject / confident  Be loving, caring, arm and approachable  Teach to learn  Empathise with students / compassionate  Relate to others  Be firm, fair and flexible/adaptable  Understand each childs differences  Motivating  Inspiring  Credibility  Have a high expectation of their students  Be organised, prepared  Prepare students for life (relevance)  Manage the classroom  Foster high self esteem  Have a sense of humour  Be a complete person  Take risks  Feedback  Instructional quality and direct instruction Refer to Page 5 & 6 Marsh text – what makes an effective teacher - Use for essay WEEK 2 – TUTORIAL 2 Matilda Miss Honey Miss Trunchball -

Age appropriate activities Gentle Protects students Sarcasm

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Swearing Anger Threatening and accusing students Isolates student Personally attacks students

Describe your best teacher: The best teacher I had at school was the kind of teacher who constantly pushed her students to do their best in every aspect of life. She was able to get to know her students on a personal level and be able to joke around with the students and make them feel comfortable. She was approachable and knew when to draw the line between fun and work and would know when to discipline and push her students to work harder. Qualities she had were: - Approachable - Enthusiastic / Motivating & inspiring - Caring - Treated all students as equals - Passionate about the topic and also about teaching Qualities of an effective teacher: - Classroom management - Personal qualities - Teaching strategies Boag’s List – What makes a great teacher 1. Enthuse students 2. Treat them as individuals 3. Know the subject 4. Loving and warm 5. Teach to learn 6. Empathise with students 7. Relate to others 8. Are firm, fair and flexible 9. Are organised 10. Prepare students for life 11. Manage the classroom 12. Have high self-esteem 13. Have a sense of humour 14. Need to be a complete person 15. Take risks Teaching is a people job. It is a highly relational job, requiring empathetic skills and emotional intelligence. Ways of relating to students that are positive and effective: - Greeting them as they enter classroom - Learn names

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Showing them mutual respect Treating them as equals Taking the time to get to know students Getting involved with the students out of the classroom (after school activities / lunch time)

What has resonated with you today? The qualities (Boag’s List) of an effective teacher. What could you take from today to help with your essay? The readings located on blackboard. WEEK 3 – LECTURE 3 Classroom management 3 R’s - Respect (gain respect from the kids – show respect back) - Rules and their reasons (why have them? Consequences for broken rules) (don’t make rules for the sake of making them, you need to explain why it is a rule) - Routines (development of positive habits eg; entering classroom) When on prac - ask what the schools behavioural management procedure. Poor behaviours to be challenged: - ECE: excessively noisy, playing roughly, not socialising at all - Primary: Talking out of turn, hindering others - Secondary: all of the above and - aggression both physical and verbal, bullying, defiance of authority Teachers challenge to get kids to adapt to socialise and act accordingly. Gaining respect is fundamental to managing a classroom. Positive, Proactive, Purposeful, Preventative responses - Go in prepared / be organised - Be adaptable - Establish good relationships with kids - Implement effective lessons by thorough planning - Prevention rather than reaction is the key! Effective management techniques can enable classes of students to achieve up to 20 percentile points higher than classes where effective techniques are not employed. General Human (relational) Skills that good teachers have: - Friendliness – very important for teacher to be - Positive attitude – approaching kids with a positive attitude - Ability to listen - Ability to compliment genuinely – focus on the quality of the effort made rather than the quality of the work Relationship Skills with students:

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Providing regular attention to all students Reinforcement – support and encouragement Continual willingness to help Modelling courtesy and good manners

Positive Climate / Relationships with Parents: - Communicate regularly, notes, telephone calls and emails, letters, commendations (when children do something good) – catch kids being good - Communicate clearly - Describe expectations clearly (establish routines and set up some fences / boundaries) - Emphasise progress and achievement rather than just focusing on shortcomings - Metaphor of a climate - bright, sunny, positive Communication: - Be clear and consistent - Use eye contact - Assertive but not intimidating Peer pressure – major effect of children’s behaviour / schools responsibilities to eliminate groups. Chapter 16 Barry & King – IMPORTANT FOR ESSAY KOUNIN’S VARIABLES (BELOW) Kounin, J. (1970) Kounin variables P548-555 in Barry & King. “Withitness” Aware of all that is happening and intervening. - Keep observing the attention span of the students. The need to intervene immediately - Attentiveness / don’t let stuff go before it escalates “Overlappingness” Doing two or more things at the same time. - Constantly able to focus on a number of things “Smoothness” Allow the lesson to progress smoothly. Avoid distractions that take you to unnecessary places where you lose the attention of students. Student accountability – needs constant work in developing a culture that supports this in a classroom. Students have a responsibility to themselves and others for their own learning. Slowdowns – manage time, avoid slowdowns Don’t overacted, be calm and consistent about rules. Catch kids being good.

Be flexible, persistent (maintain standards/boundaries) and interested. Create a safe environment. WEEK 4 – LECTURE 4 Students Development All students have basic human needs: physical, social, emotional and intellectual. - Human development is from birth to death - Effects of family, environment, peers, influence of media and technology - Nurture and nature Diversity of background has impact on development - Language, social needs, special needs, gender - Indigenous children (literacy, attendance, family, mental health) - Be wary of stereotyping - Ethnic diversity – different attitudes towards learning and school - English second language - Socio-economic disadvantage Gender - Preferred learning styles for boys and girls - Be conscious of stereotyping learning or behaviour around gender - Gender is a social construct - Girls adapt faster Special Needs - Sympathetic and knowledgeable towards special needs - Individual learning plans for special needs kids - Accommodate individual learning needs to special needs kids Different learning styles – vary type of teaching you adopt, use as many of the below as. Possible: - Linguistic - Logical - mathematical - Spatial - Bodily kinaesthetic - Musical - Interpersonal – empathy Social Behaviourist theory - Students learn from memory and observation - Learning from modelling by teacher - Look and learn and see the skill in action. Need time to practice - Reinforce behaviour and punish undesirable behaviour - Affirmation is essential – be given when kids achieve with effort - Acknowledge the effort, not so much the achievement - Children model adult behaviour Cognitive theories - Memory and conceptual ideas are linked

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We forget things for a variety of reasons  It is not linked strongly to other ideas in our memory  We need a stimulus for recall  Time decays memory  We do not seem to remember mundane things  We simply cannot remember everything so be careful about information overload Social Constructivist - Vygotsky - Zone of Proximal Development - a boundary line where on one side children cope independently but over that line, they need support from the teacher. - Scaffold instruction - Teacher as an interventionist Learner Motivation - Intervention will help them to succeed - Power of motivation - Self-esteem needs to be recognised as unique and worthy WEEK 4 – TUTORIAL 4 Theories of learning - Cognitivism - Constructivism - Behaviouralism

WEEK 5 – LECTURE 5 Motivation Revisiting ‘operant conditioning’ and the concept of rewards. Intrinsic vs Extrinsic motivation. Creating interest through dilemmas, puzzles or novel situations can arouse interest and intrinsic motivation.

Intrinsic motivation can also arise from the satisfaction of personal needs, enjoyment, past experiences of success. Extrinsic motivation comes from rewards or the avoidance of punishments A balanced use of both is a possible way forward. Self Esteem Maslow (1954) argued that motivation can be grouped into a hierarchy of needs and self esteem is a key need: Self actualisation needs – fully functioning human / Esteem needs – being recognised as unique and worthy by others and developing self respect Need to know and understand - intellectual Belonging and being loved – being accepted / Security and safety needs / Survival needs – physiological Develop Resilience  Emphasise pro-social values  Coping skills- how to normalise events in one’s life rather than personalise them and catastrophise them  Courage – to persevere when things are difficult  Optimistic thinking  Managing feelings (self-regulation)  Social skills – develop positive relationships  Goal achievement – applying self-discipline in setting goals Achieving motivation  Opportunities to experience success and accomplishment drive motivation  Students with high achievement motivation will often show greater persistence and effort.  Students usually attribute certain factors as reasons for achievement. The most common are ability, effort, task difficulty, luck or a sense of being helpless. Ability and effort are internal factors that students can do something about. Positive Psychology: Martin Seligman - Flourish Positive emotions Engagement Relationships Meaning Achievement / accomplishment Pastoral Care  Concern for the total welfare of the student  A learning environment that is sensitive and warm  Creating feelings of belonging  Enhancing positive relationships  Structures that enhance pastoral care? Factors influencing development of mental illness Individual Factors

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Medical complications pre-natal and post natal, Poor health in infancy, Insecure attachment in infant child, Poor social skills, Low self esteem, Alienation, Impulsivity Family Factors - Teenage mother, single parent, absence of father, Large family, Anti-social role models in childhood, Family violence, marital discord, Poor supervision and low parental engagement, Neglect in childhood, Long term parental unemployment, Criminality in parents, parental substance abuse, Social isolation, experience of rejection, lack of warmth and affection Life Events and Situations - Physical, sexual and emotional abuse, School transitions, Divorce and family break up, Death of a family member, Physical illness, Unemployment, poverty, incarceration, Unsatisfactory workplace, Caring for someone with illness or disability Community and Cultural Factors - Socio-economic disadvantage, Social or cultural discrimination, Isolation, Neighbourhood violence / crime, Population density, Lack of support services , transport, shopping, recreation and cultural School Context - Bullying, Peer rejection, Poor attachment to school, Inadequate behaviour management, Deviant peer group, School failure WEEK 5 – TUTORIAL 5

WEEK 6 – LECTURE 6 Western Australian Curriculum

https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser Guiding principles in WA Curriculum - Values  The pursuit of knowledge and. a commitment to achievement and potential  Respect and concern for others  Social, civic and environmental responsibility - Principles of teaching, learning and assessment  Opportunity to learn  Connection  Motivation, purpose, inclusivity and difference  Assessment should be fair, educative, feedback - Phases of schooling - Student diversity - K P Statement Cross Curriculum Priorities  Aboriginal and Torres Strait History and Cultures  Asia and Australia’s Engagement with Asia  Sustainability – an extraordinarily current and relevant issue Melbourne Declaration – start of WA CURRICULUM       

Australian schooling promotes equity and excellence All young Australians become Successful learners Confident and creative individuals Active and informed citizens See elaborations of each of the above Significant policy statement for the nation arguably a “National Framework”.

WEEK 6 – TUTORIAL 6 Melbourne Declaration -2 key goals Important info - ACARA - SCSA - AUSTRALIAN CURRICULUM - NAP - AITSL - Scootle There are seven general capabilities in the Western Australian Curriculum:       

Literacy Numeracy Information and communication technology (ICT) capability Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding WEEK 7 – LECTURE 7 Fail to plan, plan to fail Teaching is a highly creative profession Highly organised, plan gives structure

Teachers Diary

Lesson Plan

Program FPD

Diary - Daily Lesson Plan One period of time to the next

The Lesson Plan – What will I actually teach and how will I teach it! A map of where you are going during that period of time

The map for the term in this subject area: Program or (Forward Planning Document) Outline of conceptual understanding mapped to Curriculum Documents

Lesson Planning

What do I want my students to learn? How can I help them learn? What do I know about my students that will influence my planning? How do I communicate the concepts and relevance of my topic? -

Planning is mental, theoretical and practical Planning require critical reflection pre and post execution Planning requires risk taking and creativity Planning needs to be balanced with flexibility and attention to detail Planning needs to consider diversity Planning is based on knowledge about how students learn

PAGE 120 – lesson plan PAGE 124 Elements of effective lesson designs – IMPORTANT !!!!! -

Clear learning intentions Clearly defined success criteria Capacity to build commitment and engagement (a hook) Input, modelling and checking for understanding Providing opportunities for guided practice to facilitate feedback Closure to help organise student learning, to consolidate, to help form a coherent picture Opportunity for independent practice – taking the learning to another nuanced position

PLAN – TEACH – EVALUATE Have a sense of pitch. Have a sense of the target that you want your students to achieve. You will have to do the calculations, so they hit the target right. WEEK 7 – TUTORIAL 7 When lesson planning - Background factors - Prior learning - What should the students learn as a result of the lesson - Reference to the Australian curriculum (what knowledge, skills and. concepts need to be covered) - What experiences will help the students learn this subject matter - How will I know they have learned (assessment)

SCHOOL REASOURCES – to find lesson plan template Goals Aims The determined course a person sets to achieve a desired outcome. Objectives Specific statements that students are expected to learn Outcomes What students achieve Standards What students should know and achieve and each grade level Lesson Objectives: Should be specific, measurable, achievable, realistic, timely (SMART) Writing learning objectives: - Start with a verb Students are able to: Write a learning objective for your lesson plan that covers SMART principles Verb: write Learning Content: learning objective Where: on lesson plan Restrictions: SMART Principles DON’T USE UNDERSTAND AS YOUR VERB CAN’T MEASURE UNDERSTANDING

MY LEASSON PLAN: Year 4, Geography Students are able to: Label the 7 different continents on a world map that covers WEEK 8 – LECTURE 8 Week 8 and 11 revise for exam (naplan and lantite) A...