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Week 3: Effective Teaching (Differentiation (Tomlinson & Moon, 2013)…

- - - - Significance: Identify out-of-school knowledge and incorporate into learning activities, use students' knowledge as a starting point for teaching
      - Student involvement: self-directed/cooperative learning (inquiry teaching), choice of topics
      - Intellectual: Rehearsal strategies, organising/transforming, self-questioning
      - Social Interaction: think/pair/share, jigsaw, Johnson Model
      - Feedback: self-evaluations and learning journals, assessment for and of learning, teacher-student conferences
    - - Kounin
        
        Ripple effect
        
        Overlapping
        
        'Withitness'
        
        Momentum
        
        Smoothness
        
        Group alerting
        
        Accountability
        
        High participation lesson formats
        
        Ineffective teaching and 'jerkidness'
      - Gagne
        
        Gaining the attention of students
        
        Inform students of the goals of the lesson
        
        Stimulate recall of prior knowledge
        
        Present the stimulus material
        
        Provide guidance on what is to be learnt
        
        Elicit the student performance
        
        Provide feedback about performance
        
        Assess student performance
        
        Enhance retention and transfer
- - - - Examples of this include a room arrangement and seating diagrams, having 'help cards' in students come across a problem such as saving your work
      - "The climate or tone of the classroom" (Tomlinson & Moon, 2013, p.2).
  - - - Examples of this include studying a poem and making a connection between the events in the poem and the life of a person
      - "How students show what they know, understand, and can do"(Tomlinson & Moon, 2013, p.2).
  - - - Examples of this include doing a lesson on telling the time and telling the time by every minute, half hour or hour.
      - "How students take in and make sense of the content" (Tomlinson & Moon, 2013, p.2).
  - - - "The information and ideas students grapple with to reach the learning goals" (Tomlinson & Moon, 2013, p.2).
      - Examples of this include when studying poetry the teacher discusses the creative aspects of the poem
  - - - "Readiness: a student's proximity to specified learning goals" (Tomlinson & Moon, 2013, p.2).
      - "Interests: Passions, affinities, kinships that motivate learning" (Tomlinson & Moon, 2013, p.2).
      - "Learning Profile: Preferred approaches to learning" (Tomlinson & Moon, 2013, p.2).
- - - - Quality Learning Environment
        
        High expectations and social support
        
        Student self-regulation
        
        Explicit quality criteria and engagement
    - - Background and cultural knowledge
      - knowledge integration
      - Inclusivity and connectedness
    - - Deep understanding and problematic knowledge
      - metalanguage
      - Higher-order thinking and deep knowledge
- - - - insights into student learning to adjust curriculum/pedagogy
    - - to encourage students to think deeply
    - - measure student achievement against criteria