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TEACHING MODELS AND STRATEGIES (ASSESSMENT FOR LEARNING (Hill, 2016) (10…
TEACHING MODELS AND STRATEGIES
CREATING SUPPORTIVE LEARNING ENVIRONMENTS
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Tataiako
Teacher's Relationships and Engagement with Maori, Whanau + Iwi
Cultural Locatedness: Focus of the competencies at different stages of teaching career
Tangata Whenuatanga: affirming learners as Maori. Providing contexts for learning where language, culture, identity is affirmed.
Manaakitanga: showing integrity, sincerity and respect towards beliefs, culture + language
Whanaungatanga: engaging in respectful learning relationships with Maori learners, parents + whanau & rest of community
Wananga: participating in robust dialogue with learners and communities for benefit of achievement
Ako: Taking responsibility for learning of self & learners
Kecskemeti (2016)
Seperation of behaviour management and promotion of learning behaviours can be problematic
Reframe behaviour management as promotion of learning behaviours
Learning behaviours: skills/dispositions that transcend academics but students need to learn to engage in learning and with others
can often be beyond the control of the student (impacted by power relationships and relationship dynamics)
Relationships that underpin learning + behaviour
Relationship with curriculum: interest and competency in a subject
Relationship with others: conduct behaviours
Relationship with self: management of emotions and how a student shows empathy
Dealing with Disruptions
Safe Forums for Addressing Conflict
circle conversations
Take a leadership role and leave negotiations for later
Establishment Phase: Groundwork at Beginning of Year
Restorative Practices
Be Explicit, Give Choice, Have Consequences
Te Kotahitanga
Understanding Experiences in the Classroom
Develop means of passing understandings on to teachers to lead to improved pedagogy
PLANNING TO TEACH
Lesson Planning
Learning Intention: What is to be learnt
Skills, knowledge, attitudes & values lesson is to develop
Assessment/Success Criteria: way of knowing that desired learning has been achieved
ensure students understand what is in the teacher's mind for judging their work
co-construct this for greater ownership of learning, self-evaluation and clearer ideas about where to focus attention
Learning Experience: process by which student meet and experience LI
Unit Planning: long term planning
Grouping
Ability Grouping
Differentiation of Learning is the most Pernicious Effect
Low-Level often given low-level repetitive tasks
High level have more exciting, challenging tasks
Associated with Teacher Expectations
Informs students about how well they are doing
impacts self-belief
High-Expectation Teachers
Have high expectations and are highly effective
Believe every student will make substantial gains
Use flexible grouping & does not differentiate learning
this caters for needs without making achievement differences salient
some differentiaton in instructions but none in activities
facilitates collaboration between students and promotes community, higher-level peer modelling
all students are challenged
Goal-Setting
ILP - individual learning pathway
SMART
Specific
Measurable
Achievable
Realistic
Time-Bound
Personal Best Goal
self-competition
motivating
keeps focus
engaging
ASSESSMENT FOR LEARNING (Hill, 2016)
Assessment: gathering information about learning, decide what/how much has been learnt, information about progress towards goals
Evaluation: Decide whether students have or haven't learnt what was intended and how well
Formative Assessment
For Teaching and Learning
Continuous
Drives effective classroom practice
Assessment for Learning
Best Evidence Synthesis
Clear Information about LI & Outcomes
Understanding what they are expected to learn
Motivation, Task-Oriented, Self-Eval
Students need strong sense of involvement in setting goals
Regulating own learning
Student-Specific Goals
Teachers/Students providing feedback on student performances
Assists students to make progress
Descriptive: specific information as to what needs to be done
ensures assessment works for learning
motivation, sense of knowing how to improve
Evaluative: general summary of how well has been done
Impact Positively on Students' Motivation
allow sense of optimism about ability/achievement
Manage Evaluative Climate to Support Student Participation
Positive Environment
Effort Leads to Success
Learning Conversations
Non-Judgemental
Adjust Teaching to Take Account of Results
Planned Formative Assessment: Deliberately elicit information through tasks, tests, or other
Interactive Formative Assessment: Notice in a lesson and responding appropriately
Will the assessment do good?
Will the assessment cause harm?
Will decisions be based on a true and broad picture?
Will decisions be based on stable information?
Assessment of Learning
Summative Assessment
How well something has been learnt
10 Principles of AFL (Assessment Reform Group, 2002)
part of effective planning
focuses on how students learn
is central to classroom practice
key professional skill
sensitive and constructive
fosters motivation
promotes understanding of goals/criteria
helps learners know how to improve
develops capacity for self-assessment
recognises all educational achievement
5 key strategies
share LI and what success looks like
design effective classroom tasks/questions
provide feedback that outlines what is well done and what can improve
encourage collaboration among students
establish that students are owners of own learning
Teaching Tools (Earl and Forbes, 2016)
Why?
Positive Learning Connections
Motivation, Engagement, Independent Learning, Critical Thinking, Info Access, Collaboration
Connect to Work of Others, to Technical Advice, Expertise, Authentic Audience, Records of Past Experience
Opportunities to be experts and teachers
Connecting to Student Voice + Needs
Higher Order Connections
Learning about, with & through ICT
operating new programmes, supplementing usual ways of teaching/learning, learning that is only possible through technology
Information Literacy
skills required to successfully undertake tasks of locating, analysing and using information
Communication
Interactive and Collaborative Possibilities from When Students Connect
Connective Issues
Equity
Poor Equipment, Unreliable Access, Digital Divide
Enhancement or Distraction?
Cyber Safety
DIVERSE LEARNERS IN NZ CLASSROOMS (Whyte, 2016)
Know the students you teach
ethnicity and language does not limit potential for educational achievement
cultural background information
complexities of ethnic identification
Know yourself
socio-cultural identity
be alert for conflicts between own identity, ethnicity, life experiences and those of students
Teach with the students' ethnicity
funds of knowledge (Moll et al., 1992)
draw upon life experiences, culture and languages
conveys that student is valued
Develop cross-cultural understanding
mutual respect for different ethnicities, accepting difference, knowing how to work alongside and interact with those of different backgrounds
Strategies for EAL Students
Bilingual Tutors
Other Langauge Integration
Visual Cues
Hands On
Scaffolding/Modelling
Formulaic Chunks
Feedback/Rewards
Recasting
SELLIPS
Respond/Reward/Recast
Think, Peer, Share
Templates/Sentence Frames
Assessment for Learning - Dialogue (Sandretto, 2016)
Encourage Critical Thinking
Enhance Student Engagement
Dialogue: teaching/learning space where teachers and students exchange ideas
Begins with Questioning
Authentic Questioning: teacher doesn't know answer
Uptake: using student response as starting place for next move
Wait Time
Repositioning: reposition student as expert and teacher as student
Problem-Posing Education: Students are critical co-investigators in dialogue
Power can be used as something repressive or productive
Teachers still have responsibility to do some explicit teaching to share knowledge, scaffold
STUDENTS WITH SPECIAL NEEDS (van der Meer, 2018)
Universal Design for Learning (CAST, n.d.)
meeting diverse and variable needs of all students
enable all individuals to gain knowledge, skills, enthusiasm for learning
rich supports for learning and reducing barriers
maintaining high achievement standards
one-size fits all doesnt work
adjust curricula for students, dont expect students to adjust
kids must be able to access content in a way that works best for them
every child can learn
flexible, alternatives, choices, anticipate, proactive
steinfeld and maisel (2012): improve access for those with disabilities while benefitting general public
removing barriers to learning while enhancing others ability to learn
ASD Impairments (APA, 2013)
social interaction
communication
restrictive/repetitive behaviours, interests + activities
impaired cognition
motor impairments
anxiety
OCD
self-harm
Strategies (TKI, n.d.)
clear information as to expectations
different digital resources to bring together clearly-labelled content in one place
digital rather than printed text
support instructions with visuals
make instructions/content accessible always and rewindable
text-to-speech
visual/text labelling
quiet spaces
graphic organisers
wait-time
multiple opportunities to engage
short segments of instruction
revoice instructions
positive feedback
check-list
multi-media tools
ASD Abilities
reliable
non-judgmental
not caught in social expectations
honest
focused
strong interests
attention to detail
know the student personally!
use interests to teach
provide choice
Armstrong (2012) :
stop seeing special needs students in terms of deficits, see their strengths
differentiate learning and help kids succeed in the classroom
recognise atyptical neurological development as a normal human difference that is to be recognised and respected as any other human variation
enables stepping from box and embracing an entirely new trend in thinking about diversity.
neuro-diversity!
teacher expectations influence outcomes, if we view them differently we can change these outcomes
BEHAVIOUR
all behaviour is communication
avoid
access/obtain
Proactive Strategy: what adjustments can be made to prevent behaviour?
Replacement Strategy: what skills can I teach to replace this behaviour?
Reactive: what consequences can I put in place?
Rohan, 2017
Create a supportive learning environment
develop behaviour expectations
supportive physical environment
preventative strategies
feedback/encouragement
fair consequences
Encourage Reflective Thought/Action
self-regulated behavioir
support to manage own learning
goal setting and self-reflection
Facilitate shared learning
social behaviours for group work
cooperative learning approaches
helping students mentor/support others
Provide Sufficient Opportunities to Learn
underpinned by UDL
means of engagement
means of representation
means of action/expression
alterantives to demonstrate learning
support student responses
provide choice
structure tasks strategically
reflection, inquiry & problem solving
antecedent, behaviour, consequence