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Week 3: Effective Teaching - Coggle Diagram
Week 3: Effective Teaching
Instructional Practices
Definition:
How teachers manage the combination of curriculum, pedagogy & assessment
(De Nobile et al., 2007, p.141)
Curriculum Components:
(De Nobile et al., 2007, p. 143-144)
Activity
Lesson
Lesson sequence
Unit of work
Integrated unit of work
Class program
School scope & sequence
Syllabus
Curriculum framework
PIR Cycle
(De Nobile et al., 2007, p. 145-146)
Planning phase (assess student knowledge, design relevant lesson using syllabi & consider individual learning needs)
Implementing phase (delivery using pedagogy & engagement, explicit teaching & monitor performance, provide feedback).
Review phase (how effective were pedagogies? monitor & assess performance, can happen during implementing phase)
Pedagogy
Definition:
The art & science of teaching.
(De Nobile et al., 2007 p. 149)
Technical Pedagogies
Kounin's Effective Teaching
(De Nobile et al., 2007 p. 155)
Gagne's 9 Events
(De Nobile et al., 2007, p. 158-159
Quality Pedagogies
(De Nobile et al., 2007, p. 150-154)
Concept mapping
Critical thinking & evaluation
Conduct investigations
Metacognitive strategies
Differentiation
(Tomlinson & Moon, 2013, p. 2-13)
Process
Arrange classroom so materials are easily accessible
How students take in & make sense of the content
Ensure students know where to find assistance & peers are aware of helping
Environment
Adjust physical layout of classroom (seating arrangement, flexible & open learning areas, wall space & ambiance)
The climate/tone of the classroom
Product
How students show what they know, understand & can do
Alter lessons, outcomes & success criteria
Content
Adjust content
The info & ideas students play with to meet learning goals
Integrate subjects
NSW QT/QL Model
(NSW Department of Education, 2008)
Quality Learning Environment
Explicit quality criteria
Engagement
High expectations
Social support
Students' self-regulate
Significance
Background & cultural knowledge
Knowledge integration
Inclusivity
Intellectual Quality
Deep knowledge & understanding
Problematic knowledge
Higher-order thinking
Metalanguage
AITSL Standard 4.
Create & maintain supportive & safe Learning Environments.
(AITSL, 2017)
4.2 Manage Classroom Activities
Video
Literacy Teaching Strategies
(AITSL, 2016)
Use texts students can relate to & make connections with & support subject integration
Use a variety of teaching techniques & resources (books, videos, games, photographs)
Colleagues support
Engaging Every Learner
(AITSL, 2016)
Use a variety of group, individual & class discussions
Broad questions
Utilise individual skills
Assessment
(De Nobile et al., 2007, p. 161-166)
Types
Formative
Diagnostic
Summative
Norm-referenced
Criterion referenced
Strategies
Test
Performance
Product