Please enable JavaScript.

Coggle requires JavaScript to display documents.

TCHG 304 EXAM (English as additional language students: (EAL) (Principles…

- - - - Basic needs: fun, power, freedom, love and belonging & survival
  - - - Antecedent (trigger), Behaviour, Consequences
- - - - We are learning to
      - What I'm looking for
  - - - guided discovery, cooperative learning, imaginative etc
    - - drill, structured group discussion, exposition etc
    - - Creating a supportive learning environment
      - Encouraging reflective thought and action
      - Enhancing the relevance of new learning
      - Facilitating shared learning
      - Making connections to prior learning and experience
      - Providing sufficient opportunities to learn
    - - Hook in, learning experience, transition, learning experience, ending, relfection
      - Opening, engagement, closure
      - Beginnings are important
      - timing
  - - - Groups are inaccurate
      - associated with teacher expectations
      - Stay in assumed streaming level from primary to secondary
      - Leads to greater inequalities
    - - Must be visited regularly
      - teacher goals and co-constructed individual students goals are necessary
      - Achievable but challenging = best goals
      - SMART goals
        
        Specific, measurable, achievable, realistic, timely
      - Give feedback on goals
- - - - Evidence based
      - Understand gaps
        
        What is understood vs. what needs to be understood
      - Learning conversations
        
        Cues, feedback, reinforcement
        
        Intentional - Initiation decisions and conversation processes
        
        Questioning - intelligent and probing
        
        Socrates
        
        Good questions stimulate learners
- - - - Phrase consequences as 'support to change behaviour', not as punishment
  - - - Calm and respectful tone
      - Learning queues: Naming the behaviour
      - thank you not please
      - Reinstating the agreed behaviour from treaty
      - Connect THEN correct
    - - teach negotiation and respect for difference
      - Circle conversations: restorative, equitable, normalise and respect difference, respond to bullying - a pedagogy of inclusion
- - - - Evaluating is deciding whether students have learnt what as intended and how well.
    - - Observation
      - Products of learning
      - Conversations/conferences/interviews
      - Self and peer assessment
    - - Criteria for good assessment:
        
        Does good - clear purpose
        
        Does not harm - fair, possible, and given accurate importance
        
        Based on a true picture - reasonable sample of outcomes assessed and not surprises for students
        
        Based on stable info - moderated and given in appropriate time