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Week 3: Effective Teaching - Coggle Diagram
Week 3: Effective Teaching
Pedagogy
Technical pedagogies
Kounin - Empirical research (Bennet, 2019, Slide 13 & Egeberg et al., 2016, p. 4 & 13 & De Nobile et al., 2017, pp. 127 - 131)
Gagne (Bennet, 2019, Slide 12 & Gagne, 1985, as cited in De Nobile et al., 2017, pp. 131 - 132
Quality pedagogies
Intellectual stimulation (De Nobile et al., 2017, p. 123)
Rehearsal strategies (De Nobile et al., 2017, p. 123)
Organising/ transforming (De Nobile et al., 2017, p. 124)
Self-questioning (De Nobile et al., 2017, p. 124)
Significance (De Nobile et al., 2017, p. 124)
Student involvement (De Nobile et al., 2017, p. 125)
Social interaction (De Nobile et al., 2017, p. 125)
Cooperative learning (De Nobile et al., 2017, p. 126)
Feedback (De Nobile et al., 2017, p. 127)
Differentiation
Teachers differentiate through
Content/ student ideas (Tomlinson & Moon, 2013, p. 2)
Student sense of content (Tomlinson & Moon, 2013, p. 2)
What is known (Tomlinson & Moon, 2013, p. 2)
Classroom climate (Tomlinson & Moon, 2013, p. 2)
Definition:
Modifying pedagogy 'to the abilities and learning orientations of students' (De Nobile et al., 2017, p. 120) 'different phases of learning' (Hattie, n.d., as cited in Tomlinson & Moon, 2013, p. 1)
Instructional practices
PIR Cycle:
Plan > Implement > Review (Bennet, 2019, Slide 7 & De Nobile, 2017, pp. 118 - 119)
Definition:
Teaching processes of curriculum, pedagogy and assessment (De Noble et al., 2017, p. 115).
Curriculum
> What is taught (De Noble et al. 2017, p. 116) Components (Appendix 3)
Pedagogy
> How it is taught (De Noble et al., 2017, p. 116)
Assessment
> Why you know it is taught (or not) (De Nobile et al., 2017, p. 116)
Formative > Diagnostic > Summative > Norm-referenced > Criterion referenced (De Nobile et al., 2017, pp. 133 - 135) Type example (Appendix 4)
NSW QT/QL Model
Intellectual Quality:
Deep knowledge and understanding, problematic knowledge, higher-order thinking, metalanguage, substantive communication (Department of Education, 2008)
Quality Learning Environment:
Explicit quality criteria, engagement, high expectations, social support, students' self-regulation, student direction (Department of Education, 2008)
Significance:
Background knowledge, cultural knowledge, knowledge integration, inclusivity, connectedness, narrative (Department of Education, 2008)
AITSL Standard:
1.1, 1.2, 1.3, 1.5, 2.1, 3.6, 4.2, 4.3, 5.1, 5.2 (Appendix 2)