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EEA202 Week 1, 2 and 3 Dot-Point Summary, 9 Teachincal Pedagogies,…
EEA202 Week 1, 2 and 3 Dot-Point Summary
Week 2: Classroom Climate and Classroom Culture
Week 1: Positive Learning Environments
Week 3: Instructional Practice: The Lyford Model
9 Teachincal Pedagogies
Ripple effect: Stopping one incident recurring
Overlapping: Dealing with multiple things and maintaining control
Withitness: Ability of knowing what is going on and making students aware
Momentum: Keep lessons flowing
Smoothness: Stay focused and limit distractions
Group Alerting: Maintaining attention
Accountability: Hold students accountable and achieved learning goals
High-participation lesson formats: Well structured and all students have a role
Ineffective teaching and Jerkness: lessons not being smooth and off task behaviour encouraged
Gagne's nine events of Instruction Model:
Gain attention of students
Inform students of the goals of the lessons
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
Negotiating steps
Identify the problem
Identify possible options
Identify outcomes for each solution
Delete unacceptable solutions
Apply the agreed solution
Identify a timeline for review
Explicit Instruction: Effective and Efficient Teaching, Week 3 Reading, Six Teaching Functions
Review
Presentation
Guided Practice
Corrections and feedback
Independant Practice
Weekly and Monthly Reviews
Curriculum: 5 aspects of curriculum that promote appropriate behaviours and positive learning environments
Clearness: Ability to make curriculum clear, explicit and meaningful
Timing: Key role in learning
Interest: Provide motivating tasks, task variety and frequent feedback provided
Relevance: Content relevance, examined
Level of difficulty: differentiating difficulty, placing children in mixed ability co-operative groups, modifying curriculum
Quality Pedagogies
Intellectual
Signfiance
Student Involvement
Social Interaction
Feedback
Types and purposes of Assessment
Formative: inform teaching
Summative: Comprehension assessment of outcomes
Diagnostic: Used by teacher regarding learning and progression
Norm-referenced: Comparison of achievements
Criterion-referenced: things that students known and can do
Assessment strategies
Performance tasks
Tests
Product assessments
Self-assessments
Adjustments to Assessments: simplify or provide fewer questions, alternative format of question/s, additional time, rest breaks, quieter conditions, use of reader/scribe, the use of teachnology
Effective teachers:
Use evidence-based pedagogies
Adopt an ecological perspective on developing PLEs and CMPs
Regard the creation and maintenance of their classroom as a PLE as integral to all else that occurs within their classroom and the wider school setting
Plan and act proactively to recognise and encourage appropriate student behaviours and respond systematically to appropriate behaviours
Develop their CMPs as dynamic documents informed by professional reflection and analysis
5 phases to listening
Give attention
Ensure that physically the message can be heard
Meaning needs to be assigned to the message
Message and meaning are evaluated against some past experiences
Important to remember what was being spoken
Importance of behaviour standards in classrooms
Guide behaviour clearly and positively
Set clear boundaries
Scaffold for effective classroom rules
Should be established early
Rely on positive reinforcement
Classroom Management and theory
How students learn
Why students behave the way they do
What you can do about this
The 4 broad groups being: Behavioural, phsychoeducational, cognitive behaviour and social justice
Cycle of professional reflection
Plan
Implement
Review
Recycle
Four preventative perspectives
Classroom climate
Classroom culture
Physical emviornment
Instructional practices (curriculum, pedagogy, assessment)
Appropriate and Inappropriate behaviour
Appropriate: is socially acceptable, suitable to the context in which it happens, respectful to the rights of others
Inappropriate: is socially and contextually unacceptable, disrespects the rights of students
Passive Inappropriate behaviours: Generally only disrupt the student Eg: daydreaming, fiddling
Active Innaproproate behaviour: Disruptive of other students and teacher Eg: swearing, interrupting, arguing
Connecting with and developing relationships
Get out and about within the community
Regular positive messages about students achievements
Organise informal events
Ensure your communication is culturally appropriate and accurate in the educative process
Active listening
Body language
Eye contact
Facial expression
Clarifying feedback through paraphrasing
Australian Journal of Teacher Education, Week 1 Reading: Four approaches to responding to behaviour
The permissive approach characterised by low control and high support, with very little
limit setting or boundaries and an abundance of nurturing.
The authoritarian approach, characterized by high control and low support, uses rewards
and punishments.
The neglectful approach, characterized by an absence of both limit setting and nurturing.
The restorative, or authoritative approach, which employs both high control and high
support, confronts and disapproves of wrongdoing while supporting the intrinsic worth of the wrongdoer.
Instructional Practice Incorporates three dimensions
Curriculum: What is taught, What is learned
Pedagogy: How it is taught, How it is learned
Assessment: Why you know it is taught, Why you know it is learned
PIR Cycle
Plan: Preasses students knowledge of syllabus, duration of task, list and gather resources. Result: Lesson Plans, Unit of Work
Implement: Focus on explicit teaching, monitor students performance, provide feedback to students. Result: Pedagogy
Review: Make judgements on how curriculum was received, how students learned and effectiveness of pedagogy. Result: Review of monitoring teaching, replan or redesign curriculum, summative assessments
NSW Department of Education Practice Guide: A classroom practice guide of quality pedagogy
Intellectual Quality
Quality learning environments
Signifiance
Three levels of Assessment: The of-for-as conception of assessment purposes
of: use data to measure achievement against criteria, standards or outcomes
for: to gain insights into student learning and adjust curriculum and/or pedagogy
as: to encourage students to learn deeply about the topic and about how they learn
Reflection of Pedagogy
Self
Students
Trusted colleague
Your Personal Philosophy Statement
Why teaching and learning are important
How teaching and learning can best be faciliated
What establishes theories, models, approaches, policies and practices inform your understandings and positions
Educators developing classroom management plans
Carefully considered theory, research, and current practice in field
Clear, comprehensive, classroom management plans keeping with the school, depermant and/or employer
This will then be able to enact positive learning environments that support productive learning
Three key theoretical perspectives
Ecological
Sociocultural
Psychoeducational
Origins of Innapropriate behaviour
Developmental: Cognitive ability, age and experience, moral development, social development, emotional development
Psychological: Emotional abuse, ADHD, ASD, ODD, Self esteem issues
Environmental: Home environments, socioeconomic status, cultural norms, ethnic and religious values, school policy, teacher attitudes
Intervention and Response
Low: Eye contact, hand signals, pause, quiet naming, proximity
Medium: warning, restate expectations, refer to rules, offer choices, Time-Out
High: detention, referral to higher authority, send to buddy-class, parent interview
Classroom Climate
Relationships: Teacher support, Peer support, Teacher respect, Peer respect
Orientation to academic goals: Academic focus, quality teaching
Order and Control: Classroom culture, organisation
Relationships
You and your students
You and your students parent's or carers
You and your whole class
Non verbal communications
Facial expression and eye contact
Gesture, posture and positioning
Proximity and touch
Classroom Culture 3 tiered approach
Building and maintaining positive relationships with students
Having regular conversations with others
Providing academic choice and periods of reflection
Key elements of classroom culture
Theoretical level: Values, beliefs and expectations
Praxis level: Classroom ethos, rules and rituals
Operational level: Routines, procedures
Classroom Culture 3 Perspectives
Rule and consequences
Rights, responsibilities and due process
Code of Conduct
Positive teacher-student relationships go beyond the classroom, problematic ones stay inside, Week 2 Reading: Teacher and Student behaviour
Context in which the behavior took place
Content of the behavior or topic of talk
Interpersonal aspect of the behavior
Success supports student engagement
Preventative: High expectation, strong teacher-student relationships, clarity and structure in instruction, active learning
Responsive: Encourage and praise, consistent corrections and consequences
Reference List:
Curriculum Components
Activity, Lesson, Lesson Sequence, Unit of Work, Integrated Unit of Work, Class Program, School Scope and Sequence, Syllabus and Curriculum Framework
Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice. Australian Journal of Teacher Education, 41(7).
Claessens, L. C. A., van Tartwijk, J., van der Want, A. C., Pennings, H. J. M., Verloop, N., den Brok, P. J., & Wubbels, T. (2017). Positive teacher–student relationships go beyond the classroom, problematic ones stay inside. Journal of Educational Research, 110(5), 478–493.
https://doi-org.ezproxy.csu.edu.au/10.1080/00220671.2015.1129595
De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Positive learning environments: Creating and maintaining productive classrooms (2nd ed.). Cengage Learning
Archer, A. L., & Hughes, C. A. (2010). Explicit instruction : Effective and efficient teaching. ProQuest Ebook Central.