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EEA202 Dot Point Summary - Coggle Diagram
EEA202 Dot Point Summary
Week 3:Instructional Practice and Differentiation
3 dimensions of instructional practice
Pedagogy
Kounin's effective teaching
Quality pedagogies
Intellectual stimulation
Significance
Student involvement
Social interaction
Feedback
Gagne's nine events of instruction model
Curriculum
Components: Activity, lesson, lesson sequence, unit of work, integrated unit of work, class program, school scope and sequence, syllabus, and curriculum framework.
Aspects that support appropriate behaviours and supports students' learning and engagement
Relevance
Level of difficulty
Interest
Timing
Clearness
Assessment
Summative
Norm-referenced
Diagnostic
Criterion-referenced
Formative
Assessment strategies
Tests
Product assessments
Performance tasks
Self-assessments
The Plan-Implement-Review cycle
Giving effective feedback
Differentiation
'Differentiation is a teacher's proactive response to learner needs shaped by mindset and guided by general principles of differentiation' (Tomlinson & Moon, 2013, p.2).
Teachers can differienate through
Process
Product
Content
Affect/environment
Flexibility of time, space, groupings, materials, modes of presentation, modes of investigation, resources and instructional strategies in the classroom.
AITSL Standards
1.5.1 - Differentiate teaching to meet the specific learning needs of students across the full range of abilities
3.1.1 Establish challenging learning goals
1.6.1 - Strategies to support full participation of students with disability
1.3.1- Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
3.2.1 Plan, structure and sequence learning programs
1.2.1 - Understand how students learn
1.1.1 - Physical, social and intellectual development and characteristics of students
5.1.1- Assess student learning
2.3.1 - Curriculum, assessment and reporting
Week 2: Classroom Climate and Culture
Classroom climate
Key relationships
You and your students' parents or carers
You and your whole class
You and your students
Classroom Culture
Praxis
Classroom ethos
Rules
Rituals
Operational
Routines
Procedures
Theoretic
Beliefs
Expectations
Values
The way your classroom 'works' - set of values and beliefs shared by the group (De Noble et al., 2021).
Communication
Non-verbal communication
Proximity and touch
Gesture, posture and positioning
Facial expressions and eye contact
Strategies to develop communication
Active listening
Open questioning
Asserting and I-messages
Encourages cooperative problem solving in the classroom
Negotiating
Maximising a positive
ripple effect
using appropriate communication strategically
AITSL Standards
3.5.1- Use effective classroom communication
4.1.1 - Support student participation
1.2.1 - Understand how students learn
3.7.1 - Engage parents/carers in the educative process
7.3.1- Engage with the parents/carers
4.3.1 - Manage challenging behaviour
Claessens et al. (2017)
Understanding the interpersional theory
Focus on teachers' view of relationships as a whole rather than just student classroom behaviour
(p.479).
The importance of getting to know students outside the classroom context
Positive student-teacher relationships especially moment-to-moment interactions have a strong relation with student motivation and learning.
Week 1: Positive Learning Environments
Lyford Model of Classroom Management
Four preventative practices
Classroom culture
Physical environment
Classroom climate
Instructional practices
Key theoretical perspectives
Ecological
Sociocultural
Psychoeducational
Intervention practices
Cognitive behavioural
Behavioural
Psychoeducational
Possible response hierarchy
Low (E.g. eye contact)
Medium (E.g. warning)
High (e.g. Detention)
OUTPUT
- Classroom with students who feel they belong, are safe, happy and learning, and an effective, professionally satisfied teacher (De Noble et al., 2021, p.12).
Behaviour
Inappropriate behaviours
Passive
(E.g. only disrupts the student doing the behaviour - fiddling or day-dreaming).
Active
(disruptive to other students and teachers - calling out, swearing).
Origins
Developmental
(e.g. Cognitive ability, age and experience, moral, social or emotional development,)
Psychological
(E.g. Attention deficit hyperactivity disorder, Autism spectrum disorder, oppositional defiant disorder, emotional abuse).
Environmental
(E.g. Home environment, socioeconomic status, cultural norms, ethnic and religious values).
Challenging
Level of disruption that poses a serious threat to teaching and learning
Property damage
Bullying
Physical threats/ handling dangerous objects
Appropriate behaviours
Socially acceptable
Respectful of the rights of others
Reflects universal values (honesty, treating others fairly)
Suitable to the context in which it happens
Egeberg et al. (2016) reading
Positive Learning Framework
Positive behaviour support (PBS) is both positive and proactive - gives considerable attention to intervention strategies for those students for whom prevention is insufficient (p.3)
AITSL Standards
4.1.1 - Support student participation
4.2.1 - Manage classroom activities
4.3.1 Manage challenging behaviours
3.5.1- Use effective classroom communication
3.2.1 -Plan, structure and sequence learning programs