Intro To Teaching

1. Motivate and arouse interest.

2. Maintain attention or redirect

attention.

3. Managerial - To control social

behaviour.

4. Check for recall, understanding

and to identify problems.

5. Encourage higher level of thinking

and strengthen learning.

6. Encourage discussion and

evaluate learning.

• Convergent (closed)

• Divergent (open ended)

• Evaluative

• Check for understandings at the

explicit level.

• Often used as ice-breakers to focus

children's thinking before higher

order questions are asked.

• Because short responses, have

time to get responses from more

students.

• Check for understandings at the

implicit level.

• Require inferences to be made

-> requires explicit info to be

combined w/ existing

knowledge and personal

experience.

• Seek judgement, opinions and reasons for opinions.

• Allows for reflections.

-> application of knowledge and

connections to existing

knowledge.

• Involve making logical judgement

and drawing conclusions.

• Often require students to:

-> consider the point of views

of others.

-> identify opinions vs facts,

bias, propaganda, validity.

• Think, Pair, Share

• Ask them a question they know the

answer to boost their self esteem

w/ answering questions.

• Thumbs up, sideways or down.

• Head down hands up for answer

they think (anonymous).

• Devises different levels of

questions.

Level 1: focus on gathering and

recalling info.

-> List, Find, Tell, Name

Level 2: focus on making sense of

gathering info

-> Plan, Compare, Arrange, Outline

Level 3: focus on applying and

evaluating info.

-> Predict, Rate, Justify, Judge

• Expressed different kinds of

thinking.

• Organises thinking skills into 6

levels.

Creating

- Generatimg new ideas or ways of

thinking.

-> Plan, Produce, Construct,

Invent

Evaluating

- Justifying a decision or a course of

action.

-> Check, Judge, Experiment,

Critique.

Analysing

- Breaking info into parts to explore

understandings and relationships.

-> Compare, Organise, Find,

Deconstruct.

Applying

- Using info in another familiar

situation.

-> Implement, Carry out,

Use, Execute.

Understanding

- Explaining ideas or concepts.

-> Interpret, Summarise,

Paraphrase, Classify,

Explain.

Remembering

- Recalling info

-> Recognise, List, Describe,

Name, Find.

Higher

• Creating

• Evaluating

• Analysing

Lower

• Applying

• Understanding

• Remembering

Students Self Esteem can be affected by:

• kinds of questions

• way questions are asked

• response that you give

• Acknowledge student contribution

• Find out how student came up w/

that answer.

• Suggest answer may be correct for

an alternative question.

• Rephrase the question.

• Ask the question in another way.

• Metaphorical hats that thinkers can

put on or take off to indicate the

type of thinking being used.

WHITE

- Facts

- Info

- Data

- Bloom's: Remembering

BLUE

- Thinking

- Summarise

- Organise

- Process

- Bloom's: Understanding

YELLOW

- Benefits

- Value

- Optimism

- The good in it

- Bloom's: Applying

BLACK

- Caution

- Risks

- Words of wisdom

- Bloom's: Analysing

RED

- Feelings

- Emotions

- Intuitions

- Bloom's: Evaluating

GREEN

- Creating

- New Ideas

- Alternatives

- Possibilities- Bloom's: Creating

• Acknowledge students contribution

• Find out how the student came up with their answer

• Suggest that the answer may be correct for an alternative question

• Reprahse the question

• Relevant to the content and the outcomes that need to be achieved

• Relevant to all children and non-discriminatory

• Developmentally and culturally appropriate

• Suited to the resources and space available

Teacher is actively involved in teaching while learners are passive and listen to directions of the teacher

• Telling and Instructing

• Rote

• Direct Instructions

• Modelling/ Demonstration

• Worksheets (some)

• Questioning

• Guided Practice

Strategy that gives students opportunity to lead learning activities and participate more actively in the control of their own learning.

• Role-play

• Discussions

• Charts (Y or mind maps)

• Brainstorm

• Problem Solving

• Games• Problem Solving • Experimenting

• Experimenting

Small groups of students of different skills and abikities capitalise on one anothers resources in order to complete tasks collectively.

• Increases accountability for self and group members

• Students more motivated to learn

• Enhance satisfaction of learning experience

• Social development

• Increase retention

• Increased intrinsic motivation to learn

Enable more effective cooperative learning:

Positive Independence

• Each member has unique contribution to make to the joint effort -> role, skills, resources

• Each members effort is required

• Group is in it together

Face to Face Interactions

• Orally explain how to sole problems

• Teach knowledge to each other

• Check each others understandings

• Discuss concepts being taught

Individual and Group Accountability

• Smaller the group the greater the individual accountability.

-> no more than 4

• Assign roles

• Teach what they have learnt to someone else

• Randomly examine students orally

• Be prepared to share

Interpersonal Skills and Small Group Skills

• Leadership

• Decision making

• Trust building

• Communication

• Conflict management

-> social skills should be taught

Group Processing

• Members discuss how well they are achieving their goals and team work

• Make decisions on what needs to be changed or improved

• Makes decisions on helpful and unhelpful group behaviour

• Arrange groups

• Provide icebreaker/team building activity

• Teach social skills

• Monitor and intervene if necessary

• Suggest improvements/changes

• Facilitate feedback on academic learning

• Facilitate group processing and self reflection

• Cognitive ability

-> gifted or behind

• Disability

• Interests

• Strengths or talents

• Self-efficacy

• Maturity level

• Home environment

• Culture / Religion

• Prior Knowldge / Experience

• Age

• Ethnicity

• Language

1. Share Stories

-> personal narratives

2. Learning Maps

-> images used to map out learning process

3. Non-verbal

-> Kinesthetic, hands on

. Symbols and Images

4. Symbols and Images5. Land Links6. Non-linear

4. Symbols and Images5. Land Links6. Non-linear

5. Land Links

6. Non-linear

. Non-linear

-> put different ideas together to

creat e new knowledge

7. Deconstruct - reconstruct

-> Modelling and scaffolding

-> Work from whole to parts,

watching then doing

8. Community Links

-> apply learning for community

benefit

Ongoing process of collecting information and gathering evidence about what a child knows and/ or is able to do.

Should support learning not audit learning.

• Educative

• Diagnostic

• Formative

• Summative

Bringing meaning to that data through interpretation, analysing and reflecting

• Must asses what we plan to teach

• Assessments should inform future

planning to continue the

(Plan -> Teach -> Assess) cycle

• Should inform students about their

progress -> Educative assessment

To improve student performance.

• Monitor progress and development

• Recognise area of needs

• Make informed judgement about future learning

• Value students learning

• Report students achievements

• Be accountable to stakeholders

• Students

• Parents

• Other Teachers

• Principle

• Community

• Government

National Assessment Program - Literacy and Numeracy

- episodic testing

Purpose is to provide:

• Parents with info about childs performance.

• Teachers with info that can be used on conjunction with own class records in future teaching and learning programs.

• Schools with report showing summary info of overall school performance and trends over time.

Educative

• Aims to inform and improve student progress rather than audit performance

• Helps teacher identify and describe learning

• Provides direction to students so they know their strengths and what to improve

Diagnostic

• Finds out what students know and use this as a starting point

Formative

• On the spot / During the activity

• Questioning, anecdotal notes, photos

Summative

• Final goal of an activity

• Rubric or test results

Individual Check list

Rating Scale

Journal

Reflection

Photos

Discussions

Rubrics

Graphic Organisers

Peer Assessments

1. Children have a strong sense of identity

2. Children are connected with and contribute to their world

3. Children are confident and involved learners

4. Children have a strong sense of well being

5. Children are effective communicators

School Curriculum and Standards Authority

• Prescribes content and standards for all WA schools

• Provides guiding principles including:

- Values

- Student diversity

- Teaching, learning and assessment principles

English

Mathematics

Health and Physical Education

Humanities and Social Science

Languages

The Arts

Technology

• The children

• The context

• The resources

- physical (equipment)

- human (helpers)

• The time available

• Structure

- Intro

- Body

- Conclusion

• Learning Outcomes (Goal)

- Specific

- Measurable

- Achievable

- Realistic

- Time-bound

• Focus questions

• Assessments

• Different learning strategies

• Transitions

• Resources

Introduction

• Motivate

• Engage

• Provide context for the activity

• Challenging

• Well prepared

• Provide clear instructions

Body

• Consider:

- prior knowledge or skills

students need

- instructions

- how monitor progress and

behaviour

- what students will do

• Plan questions

• Plan for assessments

Conclusion

• Often weakest part

- run out of time

- lose track of learning outcome

- focus on cleaning away

• Make explicit

• Obtain feedback for follow up lesson

• Use to judge how well learning objectives have been achieved

Plan

/ \

Assess ---> Teach

• Assists Teachers to establish quality learning environment that:

- are safe

- create sense of belonging

- create a sense of trust

• Establish Positive relationships

The Circle of Courage

1. Sense of belonging and trust

2. Experience mastery to acknowledge a talent/skill

3. Opportunities to be responsible and have independence

4. Feel worthwhile in their contributions and presence so that they see a purpose in showing generosity

• Learn the students name

• Smile and acknowledge them

• Share yourself evenly

• Get to know the students - their needs and interests

• Build trust to develop a sense of belonging

• Be human - be natural, warm, pleasant, approachable and tolerant

• Have high expectations and boundaries

• Dont baby them

• Welcoming environment

• Knowldge of each family

• Frequent positive contacts

• Inform parents of studnets learning

• Involve parents in the classroom

• Appreciate and understand each others perspectives

• Be able and prepared to negotiate

• Find solutions to benefit the child

• Share knowledge and expertise

• Be willing to collaborate and try new ideas

• Basic needs arent met

• Attention seeking

• Exercise power

• Exact revenge

• Disguise inadequacy

• Immature self control

• Home issues

• Medical issues

• Learning program

• Ineffective teaching

Teacher determines acceptable behaviour through their response to all behaviours

• Anticpate - children will misbehave sometimes

• Consequences

• Deals with the problem

• Predicts behaviour

• Prepares strategies

1. Predictive Thinking

2. Jacob Kounin's Preventative

Approaches

3. Low Key Responses

. Low Key Responses

Managing behaviours is continuous

Not only happens after an incident

• Be alert

• Be proactive (learn triggers and avoid them)

• Develop and use social contracts

• Build positive class culture and relationships

Principle 1: Withitness

• ability to know what is going on at all times in all parts of the room

• Act before it spreads

• Frequently scan the room

• Convey that you know what's going on

Principle 2: Momentum

• Good lessons pace keeps students on track which creates momentum

• Begin and conclude lessons on a strong note

• Keep lessons moving ahead

• Make transitions efficient and not time consuming

Principle 3: Smoothness

• Smooth lessons help keep children engaged and involved

• Avoid repetition of instructions

• Avoud nagging, giving lectures, pointing out misbehaviour

Principle 4: Group Alerting

• Gaining student attention and clarifying expectations

• Oversee the whole group

• Oversee all groups in small group structures

• Non-particpants are alerted that they need to get back on task

Principle 5: Actively Involved and Engaged

• Keep students attentive and

actively engaged

• Vary presentations and

demonstrations

• Design activities based on students needs, interests and at their level

Principle 6: Overlapping

• Good teachers are able to do 2 or more things at once

Principle 7: Over Exposure

• Avoid over exposure

• Students are part of the learning process

• Make activities enjoyable and challenging

Skills a teacher employs when a child first starts to misbehave.

Almost Invisibly let the student know that what they are doing in have a negative impact on learning.

Benefits

• Response is shorter than the interruption

• Classroom atmosphere stays positive

• Involves non-verbal responses

• Dont stop the flow of the lesson

• Do not invite escalation

- low emotional content.

Responses

1.Winning Over

2. Use signal to stop/begin

3. Use proximity

4. Be polite

5. Deal with the problem not the student

6. Deal with the allies

7. Use minimal or non-verbal interventions

8. Be on the alert

9. Plan student

10. Planned ignore

11. Modelling appropriate behaviour

12. Private dialogue

13. Signal type of response

14. Come on back

• Maximise learning for all

• View the whole child as important

1. Physical

• way area is organised

• indoor or outdoor

• safety

• storage

• lighting

2. Social/Emotional

• feeling and tone

• welcoming

• verbal and non-verbal language

• active listening

• feelings of approval and acceptance

3. Intellectual

• engagement with learning

• safe space to take educational risks

• effort is celebrated

• destructive competition is avoided

• learning of valued

• performance expectations are explicit

• Tasks are challenging and important

4. Temporal

• use of time

• negotiate time with student

- still need predictability

• Choices within time frames

• Match length of activity time to child's concentration and developmental span

• Transition between activities

• 4 learning environment elements

• Student-centered

• Well planned

• Flexible and responsive to learners

• Age appropriate for learning

• Recognises environment at 3rd teacher

• Collaboration

• Aesthetics

• Active listening

• Relationships

• Bring outside world in

• Flexibility

• Natural lighting

Foster Key 21st Century Skills

• Creativity

• Personal and social responsibility

• Collaboration

• Learning to learn

• Digital competencies

• Communication

• Critical Thinking

Needs need to be met for students to reach their full potential

1. Physiological

2. Safety

3. Love and Belonging

4. Esteem

5. Self Actualisation

• National Professional Standards

- 7 standards

- Professional knowledge,

practice and engagement

- developed by Australian

Institute for Teaching and

School Leadership (AITSL)

• Code of Conduct

1. Values

- Learning

- Excellence

- Equity

- Care

2. Principles

- Personal Behaviour

- Communication and official

information

- Fraudulent and corrupt

behaviour

- Use of public resources

- Record keeping and use of

information

- Conflict of interest

• Personal Ethics

- Private life discretion

- Confidentiality

- Own ethics must be clear

and in harmony with the

schools code of conduct

Ethics

• National Professional Standards

• Code of Conduct

• Personal ethics

Duty of Care

• Legal Responsibilities

• Administrative and organisational requirements

• Duty Imposed by the law to take care to minimise the risk of harm to another

• Steps taken by staff to protect studnets from risk that are reasonably foreseeable and/or to prevent studnets from injury themselves or others or damaging property

• Doesnt guarantee no injury or damage

Physical Contact

• context in which contact occurs

Child Protection

• Required by law to report suspected child abuse

Equity

• laws that protect people from discrimination and harassment

Confidentiality and Privacy

• Info disclosed when:

- given consent

- student is at risk

- giving evidence in court

1. Teacher as Communicator of Knowledge and Facilitator Learning

• Effective communicator

• Engaged children in learning

• Models and transmits knowledge

where possible

• Use a repertoire of teaching

strategies

• Use range of resources

• Teach long life skills

2. Teacher as Expert and Decision

Maker

• Make good teaching decisions that

promote student learning

• Appropriately apply the curriculum

• Select and use appropriate

assessment techniques

• Make good classroom management decisions

3. Teacher as Investigator and Reporter

• Find out what studnets know, can do, care about and are interested in

• Celebrate learning

• Report to parents

• Use assessment data to identify individuals with learning difficulties

4. Teacher as Classroom Manager

• Creates safe learning environment

• Creates opportunities to co-learn

• Plan carefully

• Well organised

• Creates partnerships with parents

5. Teacher as Active Advocate

• Contributes to the profession

• Advocates for children

• Empowers children

Pedagogical Knowledge

• How to teach

• Know skills and approaches to teach

• Culturally appropriate

• Gender appropriate

• Needs appropriate

• Developmentally appropriate

Content Knowledge

• Curriculum knowledge

• Subject knowledge

Professional Knowledge

• Rules and regulation

• Culture of teaching

• Roles and responsibilities

• Ethical conduct

- Teachers ask several hundred questions a day

- 60% factual (yes/no)

- 20% higher cognitive

- 20% procedural that relate to routine

1. Answer the questions

2. Restate what the students has said

3. Use questioning as a punishment

4. Keep talking

5. Belittle a student

1. Not all students learn the same thing in the same way at the same time.

2. Cater for individual differences

Children

- skills

- level of understandings

- processes utilised

- general capabilities

(ethical understandings, critical/creative thinking, social capabilities and intercultural understandings)

Self

- teaching strategies

- lesson delivery

- time management

- questioning

- use of language

- use of space

- dealing with diversions

- collaboration

- relationships

- efectiveness

Federal Level

- ACARA

(Australian Curriculum, Assessment and Reporting Authority) (Foundation- Yr 6)

- Early Years Learning Framework (0-5 yrs old)

State Level

- SCASA

(School Curriculum and Standards Authority)

Belonging- having the opportunity to develop trusting relationships

Mastery - having the opportunity to solve problems and meet goals

Independence - having the opportunity to build self control and responsibility

Generosity - having the opportunity to show respect and concern

1. Control: whole child or child as a student?

2. Curriculum: knowledge as content or process

3. Societal: Continuous childhood or childhood as unique?

- Developed by AITSL

(Australian Institute for Teaching and School Leadership)

1. Know the students and how they learn

2. Know the content how to teach it

3. Plan for and implement effective teaching and learning

4.Create and maintain supportive and safe learning environments

5. Assess, provide feedback and report on student learning

6. Engage in professional learning

7. Engage professionally with colleagues, parents/carers and the community