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Final - Coggle Diagram

- - - - Cultural Norms
      - Classroom Environment
      - Socioeconomic status
      - Ethnic & Religious Values
      - Home environment
    - - Intellectual
      - Moral
      - Social
    - - Self-esteem Issues
      - Attention deficit hyperactivity disorder (ADHD)
      - Emotional abuse
  - - - positive reinforcement
      - encouraging students to develop self-discipline
      - identify and target appropriate and desired behaviours
      - relationship-building with all of the pupils in
        the classroom
    - - A series of consequences that students receive following repeated misbehaviour
      - Often taken after supportive and/or proactive intervention fails
      - Response hierarchy in response to challenging behaviour: low, medium & high level responses
      - Examples include: verbal warnings, time outs, respectful removal of student from the learning environment.
    - - Proactively modify and manage environments
      - Organizing a productive classroom (minimal effort to pay attention, easy flow in/out of room, optimal seating arrangement, limit distractions, etc.)
      - Ensuring that all classroom behaviours & expectations are understood by each student
      - Plan to teach, implement and reward new skills and behaviours.
    - - Demonstrate knowledge & Understanding of physical, social and intellectual development. Demonstrate understanding of the characteristics pf students, and how these impact learning.
      - AISTL Standard 1 - Know Students and how they learn
  - - - Bronfenbrenner's ecological theory (1979)
      - De Noble, Lyons & Arthur-Kelly (2017)
      - Lyford Model
      - Sheridan & Gutkin (2000)
    - - Lev Vygotsky (1934)
    - - Erik Erikson
      - Alfred Adler
      - Lyford Model
      - Vygotsky's zone of proximal development
- - - - Body language, i.e. clapping, gestures
      - Proximity
      - Eye-contact
      - Facial Expression
    - - Direct
      - Indirect
      - Open
      - Closed
    - - Addressing individual students
      - Tone & volume
      - Group Discussions
      - Choice of words
  - - - Order & Conduct
        
        Classroom culture
        
        Organization
      - Academic Goals
        
        Quality teaching
        
        Academic focus
      - Relationships
        
        Peer support
        
        Teacher respect
        
        Teacher support
        
        Peer respect
  - - - Praxis: classroom ethos, rules & rituals
      - Operational: Routines & procedures
      - Theoretic: values, beliefs & expectations
    - - set clear boundaries
      - scaffold for effective classroom rules
      - Guide behaviour clearly & positively.
      - establish early and maintain consistency
    - - NSW DoE
        
        Rights, responsibilities & due process perspective
        
        Code of conduct perspective
        
        Rules & consequences perspective
  - - - Social Support: empathy, emotional
        expressivity
      - Social Proximity: Sense of humour, sincerity
      - Social Insight: Judgment in social situations/ observation of human behaviour
      - Conflict Resolution: Managing interpersonal conflict, emotional control
      - Social Cues: Identification: emotional
        sensitivity, recognition of mental states
        from facial expression
- - - - Need for assessment
        
        develop students' understanding
        
        allow students to reflect & self reflect
        
        quality
      - assessment strategies
        
        performance
        
        product
        
        test
      - Types of assessment
        
        diagnostic
        
        summative
        
        formative
    - - Discusses student management techniques that are appropriate and consistently applied
      - Discusses possible strategies to be employed to improve classroom management and is keen to trial different approaches
      - Remains calm and fair
    - - Technical Pedagogies
        
        Kounin
        
        Gagne
      - Quality Pedagogies
        
        conducting investigations involving testing, observation and analysis
        
        explaining what was learned during an investigation
        
        critical evaluation of a product or idea
        
        metacognitive strategies
        
        concept mapping
      - Definition: the art and science of teaching. The Australian Professional Standards for Teachers (AITSL, 2011)
    - - Environment
        
        Adjusting the physical surroundings of the classroom. E.g. helpful hints posted around the classroom such as verbs, nouns, adjectives descriptors.
        
        Flexible seating arrangements which allow students to move and work freely amongst the classroom, depending on their needs.
        
        Climate or tone of the classroom
      - Product
        
        Altering the product of the lessons
        
        how students show what they know, understand and can do.
        
        Altering the success criteria for different students to demonstrate what they have learned
        
        Using the specific learning outcome to complete an alternative task
      - Process
        
        Arranging the classroom so materials that students need are easily accessible
        
        Ensuring that students know how and when to help peers who need assistance
        
        How students take in and make sense of the content
      - Content
        
        refining foundational areas for students
        
        supporting others to extend themselves deeper into the curriculum
        
        adjusting content
        
        delivering different parts of the curriculum to different students
    - - Quality Learning Environment
        
        Students' self-regulation
        
        Social support
        
        Engagement
        
        Explicit quality criteria
      - Significance
        
        Inclusivity
        
        Knowledge integration
        
        Background knowledge
      - Intellectual Quality
        
        Problematic knowledge
        
        Higher-order thinking
        
        Deep knowledge
    - - PIR Cycle: Plan - the planning phase includes lesson preparation, learning about your students and their learning techniques. Implement - this is the phase where you deliver your planned learning experience. Review - the review phase is an assessment of the learning experience, asking yourself if it was effective in teaching the students
      - Components of Curriculum: Curriculum Framework - a description of the learning areas, skills and knowledge acquired across learning areas, and information about the organisation of overall curriculum in a jurisdiction.
      - Definition: applications that fuel effective and efficient classroom interaction to drive students on their journey of discovery in a learning experience.