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Week 3: Effective teaching (Curriculum ('Hidden' or '…
Week 3: Effective teaching
Curriculum
'Hidden' or 'unplanned' curriculum often comes from what you teach and how you teach it.
What you choose to teach needs to be relevant to students and related to real life
Integrate curriculum areas and learning areas around common themes to make learning meaningful
Set tasks at right level for students
Differentiate and modify for students learning needs
Instructional Practice :
Incorporates three dimension: Curriculum, Pedagogy, Assessment
Pedagogy
Definition
How students are taught and how teachers use their knowledge and skills to teach and how they analyse their teaching.
Quality Pedagogy for:
Intellectual Stimulation
Concept mapping, critical evaluation, conducting observations, self-questioning.
Significance
Topics related to real life situations, utilising students cultural knowledge, integrating curriculum areas
Student involvement
Teachers share power with students on decision making about topics and behaviours. Students take responsibility for behaviour
Social interaction
Pure tutor, mentoring, group-based activities, cooperative learning, teacher guiding and facilitating.
Feedback
Influences long term motivation, recognise strengths not comparing to others, teachers recognising students efforts and progress.
Kounin's effective teaching
Effective teachers were those who maintains steady lesson pace, avoid distractions or time-wasters, and gain student attention and commitment to work quickly.
9 strategies to promote on-task student behaviour in lessons: ripple effect, overlapping, withitness, momentum, smoothness, group alerting, accountability, high participation lesson formats
Gagne's 9 events of instruction model
Gain the attention of the students
Inform students of the goals of the lesson
Stimulate recall of prior learning
Present the stimulus material
Provide guidance about what is to be learned
Elicit the student performance
Provide feedback about performance
Assess student performance
Enhance retention and transfer
Standard 4.2 Manage classroom activities
Assessment
Formative assessment
usually occurs at the start of a sequence of learning for student progress
Diagnostic assessment
helps teachers understand why students are not progressing reasonably. Used for to planning future curriculum, targeting teaching areas, identifies specific weaknesses
Summative assessment
At the end of a sequence of teaching, concerned with the comprehensive evaluation of learning
Norm-reference assessment
compare the achievement of students with others for rankings and placements
Criterion-reference
identifies specific things that students do or know. Involves comparing students work with a standard e.g. rubric, syllabus outcomes. Students receive feedback and grade
Engaging every learner video
Group discussion for students that are quiet and don't like to talk in front of the class
They an then share this with the rest of the class
Ask the students to read out loud so the lesson becomes student based
Direct questions that are specific for group discussions