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Pedagogy (the art of teaching) (Method of instruction - try and match…
Pedagogy (the art of teaching)
AITSL 1 & 2 - Know the students and how they learn and know the content and how to teach it
Students
Teacher
The content to be learned
Essentially what you're teaching and how you're teaching it - good pedagogy all starts with relationships with students
5 Dimensions of effective teachers according to Hattie (IGMAI from first exam)
Identify essential representations of their subject
Guide learning through classroom interaction
Monitor learning and provide feedback
Attend to affective attributes
Influence student outcomes
Good interpersonal skills and communication (both verbal and non-verbal (most of our communication is non-verbal)
Multiple Intelligences
Linguistic - think in word
Logical/Mathematical - think by reasoning
Spatial - think in images and pictures
Bodily/Kinesthetic - think through somatic sensation (by doing/hands on learning)
Musical - think in rythms and melodies
Interpersonal - think by bouncing ideas off other people
Intrapersonal - think in relationships to their needs and feelings
Naturalist - think through nature and natural forms
Classroom climate
Relationship skills - student-teacher relationship
Managerial skills - good use of time and reflective abilities
Instructional skills - reflect on the quality and quantity of learning
Method of instruction - try and match learning activities to the learning styles in the classroom
Lecture
Practice drills
Directed questioning
Discussion
Demonstration
Problem solving/inquiry
Role Playing
Small group work
Groups of 3-5 students
Students receive greater control of their learning
Learning is most effective when learners cooperate with one another in a supportive learning environment under the careful guidance of a teacher - vygotsky
Must be a well defined learning task
Teacher is a facilitator
Cooperative learning (more than just group work)
Carefully prepared, planned, monitored and group functioning is essential
Positive interdependence
Face to face interaction/sharing
Accountability
Interpersonal skills and group processing
Cooperative Learning strategies
Think/Pair/Share
Placemat
Jigsaw
PMI (Plus, Minus, Interesting)
Roles within the group
Group facilitator - keep the group on task
Materials Manager - obtain, maintain and return materials
Recorder - record group activity
Reporter/scribe - reports group feedback to the class
Thinking Monitor - records group processes
Individual work
Whole class instruction
Used by most teachers
Keep the teacher presentation brief and interspersed with student activity
Use visual aids/props
Use relevant example
Ask questions of the students
Consider a seating plan
Use whole class instruction when: introducing a new topic, demonstrating a skill or technical process, teaching a complex skill or process, briefing students about forthcoming class activities
Instructional Skills
Questioning (80% of classroom time is spent asking and answering questions)
Open vs closed question
"Wait time" - pause for 3-4 seconds after asking a question before reacting again
Ask one question at a time and re-phrase it if not getting a response
Avoid: rhetorical questions and asking questions of a selective subgroup of your class
Using resources
Use the resource at the right time and right place in the lesson
Know the resource and be selective about the number of resources used per lesson
Give the resource and introduction
Effective follow up the resource
Evaluate the effectiveness of the resource
Do not rely on the resource to do the teaching for you
Establishing routines
Routines closely linked to a positive classroom climate
Student know what to expect
Enables the classroom to function efficiently
Implemented for
Classroom layout
Entering the classroom
Attendance
Use of ICT
Small group work
Asking/answering questions
Student movement
Cleaning up at the end of the lesson
Good learning environment
Positive student/teacher relationships
Enjoyment and hard work
Learning is valued and rewarded
High standards and values are encouraged
Support which inspires confidence to risk failure
All aspects of development of the student are regarded as important