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Week 3 - Coggle Diagram
Week 3
Video
Set the tone
Outside classroom relationships
Authority Leader
Ready to follow instructions
Settle down gradually
Differentiation
Environment
The climate or tone of the classroom
Having places in the room to work quietly and without distraction, as well as places that invite student collaboration
Having routines that allow students to get help when teachers are busy (Tomlinson, (2013).
Product
How students show what they know, understand and can do
Allowing students to work alone or in small groups on their products
Giving students options of how to express their learning, for example writing a letter, drawing a poster
Using rubrics that match and extend students' varied skills levels (Tomlinson, (2013).
Process
The teacher uses flexible grouping options: Higher achiever with lower achiever, mixed ability, type of ability
Length of time the students have to finish the set task (Tomlinson, (2013).
How students take in and make sense of the content
Content
Using reading materials at varying readability levels and Using reading buddies
Small groups to re-teach an idea for struggling learners, or to extend the thinking of advanced learners.
The information and ideas students grapple with to reach the learning goals
Presenting ideas through both auditory and visual means (Tomlinson, (2013).
Instructional Practice
Definition:
Instructional Practice incorporates three dimensions:
Curriculum: What is taught
Pedagogy: How it is taught
Assessment: How you know it is taught (or not).
(De Nobile et al., 2021)
Components of curriculum:
Activity, lesson, lesson sequence, unit of work, Integrated unit of work, class program, school scope and sequence, syllabus and curriculum framework
PIR cycle: Plan-Implement-review cycle
Plan Stage:
Assessment of what students need to learn and what syllabus content will help them to learn it.
Implement Stage:
Teacher delivers lesson and students engage. Teachers role is will include explicit teaching, facilitating independent learning, monitoring students performance and providing feedback to students on how they are going.
Review Stage:
Teacher makes judgement on how well the curriculum was received and how well students learnt (De Nobile et al., 2021)
NSW QT/QL Model
(Department of Education, 2018)
Quality Learning environment
Explicit Quality criteria
Engagement
High expectations
Social Support
Students self-regulation
Student direction
Significance
Background Knowledge
Cultural Knowledge
Knowledge integration
Inclusivity
Connectedness
Narrative
Intellectual Quality
Deep Understanding
Deep Knowledge
Problematic Knowledge
Higher order thinking
Metalanguage
Substantive communication
Assessment
Assessment For Learning
Teachers gain insight into students learning from the data and adjust their curriculum (De Nobile et al., 2021).
Diagnostic assessment: a task that help teachers to understand why students are not learning or reasonably progressing
Assessment As Leaning
This encourages students to learn deeply about a topic and about how they learn (De Nobile et al., 2021).
Formative assessment: This usually occurs at the start of injuring a sequence of teaching and learning. It is the use of data on student progress to inform teaching.
Assessment Of Learning
Summative assessments: is used primarily at the completion of a sequence of teaching. It is concerned with a comprehensive elevation of all learning outcomes over a long period
This assessment measures student achievement against criteria, standards or outcomes (De Nobile et al., 2021) .
Pedagogy
Definition
: Pedagogy is how students are taught. It also refers to the strategies used and approaches taken but also to teach philosophies about the way in which students learn and how best to teach them (De Nobile et al., 2021).
Quality of Pedagogies
Significance:
Students are able to connect their existing knowledge to new ideas which can help them in the real world. Significance can be encouraged by:
Integrating curriculum areas and skills sets
Basing topics on real world scenarios
Stating learning objectives and outcomes
(De Nobile et al., 2021)
Student Involvement:
This is important as students are engaged in learning, motivated to learn, and develop self esteem. This occurs when teachers share power with their students and involve them in decision making in their learning. Eg.
Mastery Leaning
Giving students the choice of topics within a learning sequence.
(De Nobile et al., 2021)
Social Interaction
: Student access to social support and opportunities for collaboration in learning. Teachers should model supportive communication, showing trust and being approachable. Promoting social interactions and cooperative learning include:
Peer tutoring and mentoring
Group based activities.
Think, Pair, Share model, Jigsaw model, The Johnson model
(De Nobile et al., 2021)
Feedback
: Feedback given to students provides a positive approach to behaviour and to the curriculum materials being presented. It is important for students motivation for further learning. Examples of feedback:
Teacher - student learning conference
Students self-evaluations and learning journals.
(De Nobile et al., 2021)
Intellectual stimulation:
Requires students to develop deeper knowledge and understanding about topics. Encourage reflective though and action. It requires student to develop oral and written explanations. It results in higher order cognitive skills. Metacognitive strategies teachers can use to help students learn:
Rehearsal strategies
Organising/ transforming
Self Questioning
(De Nobile et al., 2021)
Technical Pedagogies
Kounin
: He identifies nine teacher 'tricks of the trade' that promote on task student behaviour in lessons:
Ripple effect
Overlapping
Withitness
Momentum
Smoothness
Group Alerting
Accountability
Higher- participating lesson formats
Jerkiness
(De Nobile et al., 2021)
Gagne
: He notes the nine steps provide structure for a teacher- centred but student participative learning process. It is effective in technology rich classrooms, or alternative working with students with learning difficulties. The nine steps are:
Gain the attention of the 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 students performance
Provide feedback about performance
Assess student performance
Enhance retention and transfer
(De Nobile et al., 2021)
AITSL Standard 4.2
Demonstrate the capacity to organise classroom activities and provide clear directions