EEA202
The Lyford Model
WEEK ONE
Positive and Proactive Learning Environments
WEEK THREE Effective Teaching and Curriculum Rigour. Instructional Practice, Differentiation
There are five aspects of curriculum that can be used to promote appropriate behaviours. These aspects are: relevance, level of difficulty, clearness, timing and interest level. (16) Textbook
Effective feedback is important to student learning, it can be given by teachers, peers and one's self. This can be achieved by asking yourself or students; "where is the student going?" "where is the learner right now?", "how does the learner get there?" (43) Tutorial
Kounin's Effective Teaching: the most effective teachers are those who could maintain a steady lesson pace, avoid distractions and time-wasting, and gain student attention and commitment to work quickly. (30) Lecture
WEEK TWO
Classroom Climate, Culture and Communication
Communication
Effective Teaching Practitioners using the Lyford Model; create and maintain PLE', deliver high quality pedagogy, have a strong focus on preventative approaches, and have a range of intervention measures.
AISTL Standard 3 - Plan for and Implement Effective Teaching and Learning
Classroom Climate
The Lyford Model's four preventative practices for behaviour management in the classroom.
Classroom Culture
Classroom Climate
Physical Environment
Instructional Practice
Origins of Inappropriate Behaviour
Psychoeducational
Environmental
Developmental
Intellectual
Moral
Social
Cultural, Ethnic and Religious Values
Austism Spectrum Disorder
Oppositional Defiant Disorder (ODD)
Attention Deficit Hyperactivity Disorder (ADHD)
Self-esteem issues
Emotional Abuse
Classroom Environment and Teachers Attitude
Home Envrionment
AISTL Standard 1 - Know Students and how they learn
AISTL Standard 1.1 - Physical, social and intellectual development and characteristics of students.
AISTL Standard 3.5 - Use Effective Classroom Communication
Communication is a fundamental part of the classroom environment, it is key to developing relationships and promoting positive behaviour within the classroom.
Non-Verbal
Questioning
Verbal
Tone and Volume of Voice
Group Discussions
Choice of Words
Indirect
Facial Expressions
Body Language (gestures/touch)
Eye Contact
Proximity
Open
Direct
Closed
Definition:
Dimensions of Classroom Climate
Relationships
Academic Goals
Order and Control
Classroom Culture
Organisation
Peer Support
Teacher Respect
Teacher Support
Peer Respect
Academic Focus
Quality Teaching
Reading
Glickman and Tamashiro (1980) and Wolfgang ({1995) continuum
Instructional Practices
PIR Cycle
Definition: applications that fuel effective and efficient classroom interaction to drive students on their journey of discovery in a learning experience.
Components of Curriculum
Addressing an Individual
Students know the rules or procedures and consequences
Teacher offers genuine academic and socio-emotional support
Students offer support to each other and work well together
Teacher shows and models respectfulness to students
Students are generally respectful to each other
Students are driven to achieve their best with intellectual challenge
Students are interested motivated and actively engaged in their work
Classroom is well organised and the physical environment is pleasant
The Trifecta of Instructional Practice
Curriculum
Pedagogy
Assessment
Definition: what is taught
Lived Experience: what is learned
Definition: why you know it is taught (or not)
Lived Experience: why you know it is learned (or not)
Definition: how it is taught
Live Experience: how it is learned
Activity - a task or connected tasked organised around the achievement of a goal
Lesson - a short period of time, usually a part of the school day, devoted to a topic an/or related activities
Lesson Sequence - a number of lessons planned consecutively and devoted to a topic or theme
Unit of Work - an extended sequence of lessons, often lasting up to a term (but this can vary), based on a topic or theme
Integrated Unit of Work - an extended sequence of lessons involving two or more key learning areas, or certain strands within a learning area
Class Program - all teaching sequences and units of work (as well as other classroom organisation material, such as classroom management plans); they reflect school scope and sequence documents
School Scope and Sequence - a school based plan of learning, including units of work, that stipulates what content and skills are to be taught by what stages and years over the year; these reflect the requirements of the various stimuli
Syllabus - a description of material to be taught and learned in a subject or learning area, often designed by a state or national curriculum body
Curriculum Framework - a description of the learning areas, skills and knowledge acquired across learning areas, and information about the organisation of overall curriculum in a jurisdiction
Least Controlling
Relationship - listening
Non-interventionalists
Neutral
Confronting - Contracting
Interactionalists
Controlling
Interventionalists
Rules/Reqards - Punishnents
AISTL Standard 4 - Create and Maintain Supportive and Safe Learning Environments
AISTL Standard 4.2 - Manage Classroom Activities
Plan - the planning phase includes lesson preparation, learning about your students and their learning techniques
Implement - this is the phase where you deliver your planned learning experience
Review - the review phase is an assessment of the learning experience, asking yourself if it was effective in teaching the students