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Effective teaching and curriculum rigour. Instructional practice,…
Effective teaching and curriculum rigour. Instructional practice, differentiation- Week 3
Instructional practice
How teachers manage the combination of curriculum, pedagogy and assessment (De Nobile et al., 2021, p.141)
Curriculum- What teachers plan to teach and what students actually learn (De Nobile et al., 2021, 143)
Curriculum components (De Nobile et al., 2021, pp.143-144)
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Five aspects of the curriculum to promote positive behaviour (De Nobile et al., 2021, pp.146-149)
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Plan- Implement- Review Cycle (P.I.R) (De Nobile et al., 2021, pp.145-146)
Planning- Includes gathering lesson plans and resources, helps to assess what the students know and what they need to be taught, duration of lessons, design of assessment tasks
Implement- Deliver the lesson, student engagement, explicit teaching, monitoring student performance, providing feedback, pedagogy work
Review- Make judgments about how the curriculum was received, how effective was the lesson/ pedagogy, time for re-planning and re-designing
Pedagogy
The art and science of teaching (De Nobile et al., 2021, p.149)
Quality pedagogies- Strategies that focus on improving students achievement, and reflect research-proven strategies ( De Nobile et al., 2021, pp.150-154)
Intellectual stimulation- requires students to develop deeper understanding and knowledge about topics
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Student involvement- Teachers give students power to make decisions in regards to topics and activities
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Technical Pedagogies- strategies that aim to optimise effective teaching time and to minimise the propensity for inappropriate student behaviour (DeNobile et al., 2021, pp. 154-159)
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Gagne's nine events of Instructional model (DeNobile et al., 2021. pp. 158-159)
- Gain the attention of 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 performace
- Assess the students performance
- Enhance retention and transfer
Assessment- The process of finding out what students have learned and how curriculum and pedagogy have worked ( De Nobile et al., 2021, p.161)
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Quality Assessment- Assessment associated with the quality pedagogies that produce valid and reliable data on student learning
Lyford Model- Curriculum, pedagogy and assessment are in linked into 'Instructional Practice' which is one of the four interellated positive practices of the lyford model
Archer & Hughes (2010) reading- The foundations for explicit instruction (Archer & Hughes, 2013, pp.2-6)
" A systematic method of teaching with emphasis on proceeding in small steps, checking for students understanding and achieving active and successful participation by all students (Archer & Huhges, 2010, p.1)
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6 Teaching functions
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- Weekly and monthly reviews
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AITSL- Standard 4.2 Mangage classroom activities (AITSL, 2017)
Tomlinson & Moon (2013) reading- Differentiation (Tomlinson & Moon, 2013, pp.1-2)
Differentiation relates to addressing students different phases of learning from novice to capable to proficient, rather than providing different activities to different groups of studnets (Tomlinson & Moon, 2013, p.1)
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