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Strategies for Effective Learning and Teaching (Strategies for Creating…

- - - - Behaviourist
      - Constructivist
- - - - Behaviourist - star charts, traffic lights, free time, certificates, detention
        
        Must be consistent
      - Cognitive - positive reinforcement
      - Constructivist - Autonomy/freedom to explore, authentic tasks/interactive, link prior learning
      - Humanistic - belonging, autonomy, competence
    - - Behaviourist
        
        Punishment
      - Understand goal of misbehaviour
        
        Arnie Annoyance "Attention"
        
        Debbie Defiant "Power"
        
        Harry Hurt "Revenge"
        
        Lorna Lump "Assumed Disability"
      - Remember
        
        Signal to begin
        
        Inclusivity
        
        Safe classroom
        
        Manage transitions
        
        Win over
      - Tribes Community Agreement
        
        Mutual Respect
        
        Attentive Listening
        
        Right to Pass/Participate
        
        Appreciation - no put-downs
    - - Effective Teachers
        
        Organised
        
        Polite
        
        Sense of enthusiasm/humour
        
        Variety
        
        Engaging both in/out of class
        
        Knowledgeable
      - Ineffective Teachers
        
        Boring/no enthusiasm
        
        Sarcastic/ridicule
        
        Have favourites
        
        Can't teach
        
        Yell & Throw
        
        Disorganised
  - - - Bump 1
        
        Low key responses
        
        Signal
        
        Proximity
        
        Polite
        
        Planned ignore
        
        The look
        
        Name
        
        Pause
        
        Deal with the problem
      - Bump 2
        
        Squaring Off
        
        Low key response plus squaring off
      - Bump 3
        
        Choice
        
        You can choose to work quietly or you choose to work alone
        
        Bump 4
        
        Follow through on choice
      - Bump 5
        
        Power struggle
        
        Attempt to diffuse situation
        
        Tai Chi
        
        Use humour
        
        Ignore
        
        Describe the situation
        
        Use choices
        
        Language of attribution
      - Bump 6
        
        Informal chat
      - Bump 7
        
        Formal Agreement
        
        Trainer
        
        Student
        
        Student support person
        
        Management
      - Bump 8, 9 & 10
        
        Suspension & Termination of Study
        
        Behaviour Management Plan, Policies & Procedures
- - - - Norm-referenced
        
        Standardised tests are norm-referenced
        
        Shows individual student related to others
        
        Performance compared to norm
        
        Quantitative
      - Criterion-referenced
        
        Objectives referenced, standards referenced or competency tests
        
        Compare student performance to criteria or objectives
        
        Quantitative, qualitative or both
    - - Formal
        
        Chapter tests, final exams, homework
        
        End of instruction
        
        Planned in advance
        
        Students are aware of methods
        
        Lack spontaneity
      - Informal
        
        Observation, discussion, questionning
        
        Less obvious
        
        During instruction
    - - Reliability
        
        Inter-rater
        
        Internal consistency
        
        Stability
        
        Intra-rater
        
        Strategies to improve
        
        Rubrics
        
        Training/practice
        
        Additional marker
        
        Rest
        
        Anonymous scoring
        
        Validity
        
        Face evidence
        
        Content evidence
        
        Criterion-related evidence
        
        Construct evidence
        
        Consequential evidence
      - Explicit, educative, fair
    - - Motivational
      - Descriptive
      - Corrective
      - Evaluative
      - Clear
      - Immediate
      - Individualised
      - Positive
  - - - Objective
        
        Correct response
        
        Best answer
        
        Structure
        
        Stem
        
        Distracters
        
        Alternatives
        
        Answer
        
        Recommendations
        
        DO
        
        Ensure distractors plausible
        
        Test content only
        
        Aligned to ACARA
        
        DON"T
        
        Use negatives
        
        Use slang or colloquialisms
        
        Provide clues
        
        Use unequal stem length
        
        Use trivia
        
        Advantages/Limitations
        
        Wide content
        
        Efficient
        
        Reliable
        
        Controlled response
        
        Limits higher order thinking
        
        Guessing
        
        Can't be used for performance based tasks
      - Subjective
        
        Recommendations
        
        Marking key
        
        Moderation
        
        Higher order cognitive objectives
        
        Reduces guessing
        
        Allows creative response
        
        Bluffing
        
        Marking time consuming
        
        Restricts range
        
        Scoring less reliable
      - Bloom's
        
        Evaluation
        
        Synthesis
        
        Analysis
        
        Application
        
        Comprehension
        
        Knowledge
        
        Create
        
        Evaluate
        
        Analyse
        
        Apply
        
        Understand
        
        Remember
      - Chapter 4 & 8
  - - - Performance Task
      - Scoring Criteria
      - Observation
      - No one correct answer
      - Time/labour intensive
    - - Group work
        
        Issues
        
        Untrained learners
        
        High/Low contributors
        
        Dynamics
        
        Assessment
        
        Process
        
        Participation
        
        Quality & frequency of interaction
        
        Organisation
        
        Cooperation
        
        Product
        
        Quality of product
        
        Task development
        
        Future Learning
        
        Designing Group projects
        
        Clear/detailed description
        
        Timeline/milestones
        
        Models good/bad
        
        Student designed PA tools
        
        Use rubric
        
        Excellent resources
    - - Align with standards
      - Align with objectives
      - Align with teaching
      - Enables performance
      - Instructions for students
    - - Time
        
        Lower level skills
        
        Subjective
        
        Poor reliability
        
        Student frustration
      - Assesses ability
        
        Assesses skills
        
        Thinking based
        
        Constructivist
    - - Rating scales
        
        Rubrics
        
        Analyitic
        
        Holistic
      - Checklists
    - - Developing PA tasks
        
        Clear purpose
        
        Clear instructions
      - Designing PA
        
        Purpose
        
        Skills & outcomes
        
        Performance criteria
        
        Authentic/meaningful context
        
        Scoring Instrument
        
        Revise
      - Remember
        
        Clear/sequential instructions
        
        Align task & learning outcomes
        
        Critical attributes of PA
        
        Rubric
        
        ? individual/group or both
- - - - Learning difficulties (ASD, ADHD)
      - Computer programs
      - Learning a process, procedure, rules or list
      - Fine motor skills, science, maths
    - - Opportunity to practice
        
        Connecting new to old
    - - Orientation
      - Presentation
      - Structured practice
      - Guided practice
      - Independent practice
    - - Questionning
      - Modelling
      - Structured lessons
      - Textbooks
      - Feedback
  - - - Modelling
      - Logical
      - Buzz groups
      - Silence
      - Segmented
      - Scaffolding
    - - Audio
      - Plain
      - Visuals
      - White space
      - Simple
      - Limit text
      - Ragged right
      - Font 24 San Serif
      - Doesn't support higher order thinking, analysis, synthesis, evaluation, creation
        
        Recorded lectures can confuse
        
        Attention
        
        Teacher bias
      - Introduction
        
        Convey info fast to lots of people
        
        Control
        
        Motivates students
  - - - Practice
      - Highlighting
      - Repetition
      - Drill
      - Copying
      - Mnemonics
    - - Questionning
      - Notes
      - Association
      - Key words
      - Think aloud
      - Summary
    - - Graphic organisers
      - Plans
      - Charts, diagrams
- - - - To review
      - For mastery
      - For debate
      - Problem solving
      - Social skills
      - HOTS
      - EBS
      - Metacognition
    - - Introvert
      - Fear
      - Past experience
      - Dominance
      - Lack of reward
    - - Belongingness
      - Share ideas
      - Social skills
      - Metacognition
      - challenge assumptions/promote reasoning
    - - Challenging
      - Reluctance
      - Dominance
      - Conflict
      - Off task
      - Poor social skills
      - Boring
  - - - Think Pair Share
      - Placemat
      - Inside Outside Circles
      - Robert Slavin
        
        STL
        
        STAD
        
        TGT
        
        TAI
        
        CIRC
        
        PALS
        
        IMPROVE
      - Group projects
    - - Chat to the person next to you
      - Share with another
      - Triads
  - - - Johnson's 5 Basic Elements
        
        Individual Accountability
        
        Individual assessment
        
        Individual comments on progress
        
        Observe interactions
        
        Positive interdependence
        
        Self & peer evaluation/feedback
        
        Peer/friendship
        
        Random
        
        Teacher
        
        Collaborative skills
        
        Taking turns
        
        Active listening
        
        Encouraging
        
        conflict management/negotiation
        
        Understanding
        
        Decision making
        
        Trust
        
        Processing Group Work
        
        Positive Interdependence
        
        Goal
        
        Role
        
        Resource
        
        Incentive
        
        Outside force
        
        Environmental
        
        Identity
        
        Simulation
  - - - Future
        
        Learning / Practice
        
        Clear outcomes & objectives
        
        State both academic & collaborative task
        
        Include Johnson's 5 basic elements
        
        Assign groups
        
        Provide clear steps
        
        PD in collaborative teaching
- - - - Visual sensory input
      - Fast response to colour, motion, depth & form
      - Brain retains pictures
    - - Visual learning
      - Literacy development
      - Cognitive reinforcement
      - Levels of thinking
      - Many uses
      - Teacher/student design
      - Scaffolding
      - Supported by research
  - - - Topic = fish head
      - Sub-categories = bones
      - Details under sub-categories
    - - Classification
      - Summarising
      - Categorising
      - Listing roles
  - - - Memory tool
      - Shows relationships
    - - Topic centre/Image
      - Radiate out
      - BOI
      - Colour
      - Important to less important
      - Images
  - - - Topic heading
      - Top important
      - Bottom least important
      - Hierarchal
      - Uses words
      - Arrows join concepts
      - Linking words
    - - Organising ideas
      - Higher level thinking
      - Planning
      - Summarising
      - Demonstration
- - - - TPACK
      - SMAR
        
        Augmentation
        
        Direct substitution, functional improvement
        
        Modification
        
        Significant task redesign
        
        Substitution
        
        Direct, no functional change
        
        Redefinition
        
        Creation of new task
      - Consider learners technological capability
        
        Level of support
        
        Technological requirements
        
        Don't make assumptions
    - - Flexibility
      - Adaptability
      - Initiative
      - Self-direction
      - Social skills
      - Responsibility