EDN584: Strategies for Effective Learning and Teaching in Secondary Schools

Creating Emotionally and Safe Environments

Instructional strategies

Assessment

Classroom Management

Assessment FOR learning (Brady & Kennedy)

Assessment OF learning (Brady & Kennedy, 2019)

Assessment AS learning

Authentic Tasks

Using ICT in learning

ICT to support student learning ✅

Problems with ICT

ICT literacy

image

Technology a fundamental part of teaching

TPACK

TIM

Assessment tasks

Differentiation

Process

Product

Didactic teaching method

To work collaboratively

Learning experiences that addresses child development

Inclusive learning environment

To develop critical thinking, problem solving, creative thinking and collaborative skills - media literacy and visual literacy - life skills - Technology can help students achieve this (Teras, presentation on LMS week 10)

Theory of Bumps (Bennett & Smilanich, 1994)

Emotional Safety

Students who do not belong are more likely to misbehave (Bennett & Smilanich)

Students belonging, feeling safe, respected, listened to and encouraged to learn - cooperative learning environment.

Having high expectations of students

Safe Environment

Learning Experiences that engage, challenge and address the diversity or students

Cognitive

Physical

Social

Emotional

Linguistic

Authentic tasks

Not one single teaching strategy but a combination of several (Killen 2016)

Each assessment and test address different knowledge and skills

Allow for differentiation

Learning from meaningful experiences connecting old knowledge with new learning (Killen)

Pedagogical content knowledge (Killen)

APST 1, 2, and 3

Different approach, different outcome

Knowledge of learners, content and pedagogy.

Securing active participation (Bennett and Smilanich)

Creation of an environment that encourage students to actively engage (Killen, 2016)

Discussion as teaching method

Assessment principles (Brady & Kennedy)

Use of ICT to manipulate learning, explore ideas and construct knowledge (Killen)

A tool for scaffolding

Teaching and learning is a social process (Bennett & Smilanich)

Winning over

Positive cohesive bonding

Inclusiveness

Considering learning style, interest and learner profile (Tomlinson)

From effective classroom management and schoolwide discipline policies (Bennett & Smilanich, 1994)

Showing interest in students' personal life - inquiring how they went in particular sport or weekend activity

Preventative strategies - Low key responses

Encouragement of positive relationships between peers - consider cooperative grouping

Increase student responsibility to help and support each other

Insuring that all students belong - all students working together across cultural, ethnic, socio-economic and special needs diffeences

Interconnected and intertwined

Activities to use to create emotionally and safe environments - Get to know each other - consider age - lower adolescence - mid adolescence - Late adolescence

How teachers respond to students.

Three-step Interview

People Bingo

Inside/outside circles

Fact Finding

Cartoon/concept capers

Consensus building

Students want to be seen as individuals, be respected, have their voice heard, need friends and feel emotionally safe (Bennett & Smilanich)

Teachers who care, who are open, have a sense of humour and take time to explain concepts

Can be done by greeting students at the door, inquire to their weekend and sports, creating opportunities for discussion where thoughts opinions and emotions are shared rather than lecturing by the teacher.

School wide approach

Cooperative learning

Through questioning

Wait time

No hands up

To increase level of engagement

Decreasing misbehaviour

Letting students know anyone could get asked to answer - accountability with everyone

Think-pair-share

Safe environment as only one hears answer

Increasing critical thinking skills

Incorporating Blooms Taxonomy into questioning

To allow for differentiation

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Probing

Scaffolding

Feedback

To extend answer and get deeper level of engagement

Specific and instant

Covert and Overt questioning

As safe environment will increase student particiapation

Securing active participation and increasing the level of engagement will be a challenge.. To do this it is important to know the students and how they learn - AITSL standard 1.

Knowing which students can handle this - It would be wrong to set students up for public failure (Bennett & Smailanich

Efficient instructional skills are required for good classroom management

Pygmalion effect

Student improved performance and higher self-efficacy

How to deal with behaviour before it escalates

Establishing expectations, rules and routines

Cooperative learning (Week 2 Lecture and week 7 - Bennett & Rolheiser)

Positive Interdependence

Individual Accountability

Group Processing

Interpersonal and Social skills

Promotive Interaction

Positive Interdependence (Johnsons & Johnson)

Motivation

Effective teachers required to achieve emotional and safe environments, active participation and effective classroom and behaviour management - (Bennett & Smilanich; Killen)

Content knowledge and organised

Fair, consistent and willing to help

Listens and make everyone feel important

Showing interest in students

Someone who likes teaching.

Understanding that all students will at some time misbehave (Bennett & Smilanich)

Ability to predict possible outcomes to various scenarios (Bennett & Smilanich)

Being prepared

Invisible discipline

Effective teacher :

Proactive

With-it-ness (Kounin)

Addressing behaviour that impacts on teaching and learning.

Overlappingness

Being able to do two things at the same time

ability to address behaviour before it becomes a problem

Understand why students misbehave

Attention

Power

Revenge

Assumed Disability

Do not engage in power struggle

Understand that it is the behaviour that is the problem and not the student

Going forward: Being able to remain calm in various stressful situations. It will be a challenge to not let the behaviour get to me and to not take it personal. I will have to be conscious of my emotional and verbal reaction

Going forward. This behaviour is not disruptive to the class. Make sure I don't give up on this student and lower my expectations. I will have to create an environment and implement strategies that make the student feel a sense of belonging and included (Bennett & Smilanich)

Actively disengaged

Classroom management strategies have to be planned prior to starting a class. Inability to plan can lead to inability to control the classroom (Postholm 2013). I will have to consider the students, their backgrounds, how they learn and the classroom dynamics. Collaboration with other teachers will be of benefit. I will have to make sure I implement consistent and fair rules

Reactive strategies - Moving through the bumps 🚫

A maximum of 5 rules

Student input to rules and expected behaviour

Need to be specific so they can not be misinterpreted

Consequences for breaking rules

Be explicit and written down for students to see

Remind students of the rules regularly

Rules must be enforced consistently and fairly

Avoid punishment but allow student to have input in consequence

Will enhance students' ability to take responsibility

Bump 1

Positive reinforcement to address desired behaviour

To guarantee high level of success

Create safe learning environments

Having high expectations

Creating effective learners

Creating learning environment where students actively engage in hands on experiences

Sense of humour

Effectiveness of the ripple effect (Kounin)

Proximity

Student name

Gesture

The look

The Pause

Planned Ignore

Deal with problem not the student

Dealing with Allies

Winning Over

Bump 2

Getting to know students, what their hobbies and interests are -

Progression through the bumps

Creating emotionally safe environments where students are motivated to learn

Bump 3

Bump 4

Bump 5

Bump 6

Ignore behaviour that does not upset the flow of the lesson

Managing own emotions

Critical friend for debriefing

Stay calm and not taking it personally

Enthusiastic

Extrinsic

Intrinsic

Engaging and relevant lessons

Attribution theory

Student self-efficacy

Humanist Approaches

Learner centred approaches

Getting to know students

Empathy, Care, unconditional positive regard

Have high expectations

Keeping an eye out for Classroom Behaviour Management programs (CMS) by SSENBE provided at schools. Its focus is applying Theory of Bumps

Behaviour management using minimal verbal, that will not distract the class and stop the flow of the lesson (>>>>>>>)

Squaring off

Pause and stop talking, face student, minimum verbal (assertive voice) followed by thank you, acknowledge when student stops with thumps up.

The Choice

Pause and stop teaching, provide student with appropriate choice, request decision, wait for response, finish with a thank you.

A choice offers an opportunity for students to take responsibility and self-regulate their behaviour (McDonald, 2019)

Example: "When you are talking out of turn, it makes it hard for me to teach. You can either choose to be quiet unless asked, or you can sit in ? class for the remainder of the lesson."

The Implied Choice

Following through with the consequence to that student

Following through with other student who copies behaviour.

Defusing the Power Struggle

Not a punishment but a consequence

Will have to be given immediately and address the behaviour

Be able to follow through on

Use positive and neutral tone.

"You chose to keep talking out of turn, and will have to go to ? class."

Remaining calm and not getting carried into the power struggle can be hard.

Step 1: Stop teaching, pause

Step 2: Square off

Step 3: Make eye contact

Step 4: Take deep breaths

Step 5: Deal with allies

Step 6: Shift locus of control

Step 7: Pause, allow student to safe face - ignore comment or minor action

Step 8: Bring closure, 'Thank you'

Give responsibility back to student

Informal agreement/chat

Shifting responsibility back to student

Teacher and student working together to come up with plan on how to address behaviour

Opportunity for more positive relationship

Scanning

Provide feedback for students

Subjective assessment

Essay

Quiz

Multiple choice

Oral presentations

Type

Formative

Informal

The importance of feedback (Hattie)

Summative Assessment

End of unit of work/term

To gather evidence of student learning

Grade awarded

High stakes

ATAR

Formative

External assessment

To collect evidence of learning

Used on daily basis

Teacher making judgements on progress and learning

Questioning

Formal

Summative

Used to determine progress

NAPLAN

Determining future pathway

Cohort assessment

To inform policy

PISA

Evidence of learning

Sample assessment

Inquiries

Multiple choice

ICT/Online

Providing assessment/success criteria

Observations

To plan for learning

Provide timely feedback

Future development

Equal access by all students

Content

Relevant

Meaningful

Engaging

Considering Sociocultural aspects of student background

Social constructivist approach

Social, economic and political context

Rubrics/marking keys

Moderation

Large scale

Large scale

Individual student progress/assessment

Important they address 21st century skills

General capabilities

Compare performance of countries and not individual students

Public debate and questioning of performance of Australian schools

Ranking students

To improve student performance

Based on how students learn

Aligned with curriculum and learning outcomes

Provides useful information for reporting

immediate feedback

Assessment methods = valid, reliable and consistent

Attention to outcomes and processes

Ongoing

Provide opportunity for feedback and reflection

Using a range of strategies

Provide opportunities for collaborative learning

Provide opportunity differentiation strategies

Consider diverse learners

To improve learning

Assessment concepts

Valid

Reliable

Fair

Does it address what was taught?

Will it provide me with correct information of student learning

Will test provide a consistent result?

Moderation

Do all students have same opportunity for success?

Differentiated assessments

Providing opportunities for students to show evidence of learning by differentiating product based on readiness, interest and learning profile (Tomlinson & Moon 2013)

AITSL standard 5: Assess, provide feedback and report on student learning :

Diagnostic

Consistency in marking

Accuracy according to Judging Standards/ATAR

Comparable across school/state

Understanding what success looks like

Bloom's Taxonomy

Level of achievement

Going Forward: Gaining more information and experience in creating valid, reliable and fair assessments and rubrics. I don't feel confident at this stage to create these. I can start by having a look at the exemplars provided by SCSA. I can also seek advise and assistance with experienced teachers and look into some professional development

Direct instruction in the early stages of learning new concept can be beneficial (Killen, 2016)

When I want to control learning

Can be used in conjunction with constructivist approaches (Killen. 2016)

Can assist learning in students who lack prior knowledge

Highlight specific points

For explicit teaching of concepts

Some students are not self-directed learners and need guided learning

Creation of non-threatening environment

Can diffuse mis-conceptions

Use questioning as part of direct instruction to maintain student engagement

Going Forward: I will need great content knowledge, enthusiasm, confidence and organisation to make this approach successful - image of the teacher (Killen 2016)

I will regularly have to check for understanding to avoid misconceptions

Present students with learning outcomes.

Key strategies to consider (Killen 2016) ✅

Task Orientation

Teacher Clarity

Clear goal setting

active teaching

Monitoring of student progress

Teacher responsibility for student learning

What is said and how it is said

Learner success

Well structured and organised learning environment

Engagement in learning

Students actively engaged in the learning process

Students more motivated and engaged if high chance of success

instructional variety

Not all learning the same way.

To avoid boredom

Using student ideas

Acknowledging

Modifying

Applying

Comparing

Summarising

Pre-instructional strategies

Learning Outcomes

Clear explanations

Guided practice

Feedback

Selecting and organising lesson content

Teaching of specific subject language

Teacher centred approach

Cooperative learning

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Preparing whole class discussion (Killen 2016)

Clear focus question

Active and learner centred centred

Higher level of thinking

Bloom's taxonomy

Differentiation

Adaptable to suit any subject and level

Questions asked more important than the answer

Open discussions

Can lead to any where

Closed discussion

Conclusion pre-determined

guided

To explore open ended issues

5 types of learning outcomes (Killen 2016)

Subject matter mastery

Problem solving

Moral development

Attitude change and development

Communication skills

Consideration for going forward: Can be time consuming to prepare. It can be hard to control the discussion - especially if students don't have much prior knowledge. It can be hard to engage all students - misbehaviour.

Extensive teacher knowledge

Follow up questions for guiding and prompting

Anticipate questions

Teach students how to engage in discussion

Can achieve deeper level of understanding

Engaged

Reflective

Help students understand own thinking

Objective thinkers

Willing to listen

presenting own ideas

Informed thinkers

Willing to admit limitations to knowledge

Reflective thinkers

Able to think about process and outcomes

Metacognitive

Safe and secure learning environment

All students' input valued and respected

Level of questioning.

Using questioning as teaching method

Framing questions

Questions that prompt thinking

Bloom's taxonomy

Apply knowledge

Keep discussion moving

Clarify points

Encourage

Elaborate

Paraphrase

Reflect and evaluate

Ask for examples

Seeking consensus

When no single solution offered

Help students learn

Close discussion

Summarise

Foreshadowing

Reflecting and Evaluating

Link to other learning

Discussion and ICT

Can be used with

Direct instruction

Group work

Cooperative learning

Problem solving

Student Inquiry

Greater student participation

Deeper level of engagement

Thinking time

Flexibility with time and place

Promote collaboration

Less intimidating

No student monopolise discussion

Ability to consider and address earlier contributions

Improving writing skills

Develop research skills

Teacher can more easily monitor students who need help

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Phone a friend

5W's&H

Increase level of questioning

To promote learning and develop thinking

Socratic questioning

Open ended questions

Extend critical thinking

Problem solve

Decision make

Analyse

To support critical thinking

Basic range of challenge

Medium range of challenge

Highest range of challenge

Allows for differentiation

Stretch it

Lecturing

Reason

To achieve academic performance - mastery

Teacher source of knowledge

Sequence tasks

Chunking

Scaffold

Mastery of taks

Formative assessment

Demonstrations

Simple to complex

ZPD (Vygotsky

Purposeful practice

Prompting

Explicit instruction.

Problem solving

Multiple assessment strategies

Real world experiences

Challenging tasks

Process of learning

Differentiation

Teacher devised test

Standardised test

Multiple Choice

True-False

Short answer test

Cloze test

Interpretive tests

Graphic organisers

Essays/Extended writing

Interviews/conferences

All tests have benefits and limitations and should be applied according to what needs to be tested

Performance assessment

Assessing product

Assessing process

Observations

Anecdotal records

Checklists

Skills

Behaviour/engagement in learning process

Rating Scales

Portfolios

Assessing outcomes

Evidence of learning

Growth

Exhibitions

Projects

Going forward: Select assessment tasks that will demonstrate the learning outcomes, knowledge and skills as specified by the curriculum. Students need to be able to demonstrate what they know, so allow for differentiation. The process is an important part of this. Consider the skill they use to create the product. Give students access to learning outcomes and success criteria through rubrics or checklists. Provide scaffolding and regular feedback

Engagement with task

Self assessment

Peer assessment

Develop insight into own learning

Constructing knowledge (Vygotsky)

Socially and culturally constructed

Critical self-reflections

Enhance meta-cognition

Promotes and fosters learning

Understanding of assessment criteria

Teacher gaining insight into student learning

Social-constructivist view

Ownership of assessment

By assessing others' work - reflecting on own

Comparing

Increase collaborative skills

Improving work

polishing off

Increase deep learning

Less authoritative than teacher input

Communication

Interaction

Less threatening

Going Forward: When implementing peer-assessment I will have to be careful of personal issues between students that could cause judgement and teasing. Students will have to learn the correct procedures in engaging with peer-assessments. I will have to create a supportive learning environment. I will also have to be weary of mis-conceptions in which students could lead each other astray.

Exit tickets

Applying Bloom's revised taxonomy when creating assessments

Checking for understanding

Summative

Formative

Identify misconceptions

Collaboration with colleagues

Complexity of questions

Objective assessment

Restricted response

Extended response

Complexity of discussions

No single correct answer

Multiple choice

Quiz

Single correct answer

All graded same way

Deeper evaluation on correct answer

Content descriptors

Marking key/rubric

Evaluate

Objective

Subjective Assessment

Inquiry based learning

Small group work

Benefits

Less intimidating than whole class discussion

Increased active participation

Encourage students to participate

Encourage cooperation

Differentiate learning

Easier to check for understanding

Flexible grouping

Not as easy to hide

Students who lack confidence

group discussions

Implementing

Guide, monitor and support

Inform of outcomes

Teaching strategies similar to cooperative learning

Student centred

Improve problem solving

Improve verbal communication

Paired work

dyads

Assisting struggling students

Deeper thinking

Structure learning environment

Similar methods to whole class discussions

To solve a problem

Active listening

Clear instructions

Prompt

Scaffold

Bring to conclusion

ICT and Group work

Online collaboration

Platforms

Sharing ideas

Clear instructions on use of ICT

Assess learning outcomes

Extension of E-discussion

Promotes increased sense of responsibility in students (Killen)

Increase productivity

Precursor to larger group work

Higher demands put on students than from group work

Used as strategy to teach cooperative learning

Working together to achieve common learning goal

Johnson's 5 Basic Elements (Johnson & Johnson

Benefits

Constructivist approach

Learner centred

Students as active participants

Positive Interdependence

Individual and group accountability

Interpersonal skills

Direct Interaction

Group processing

Reflective learners

All responsible for completion of part of the task

Task divided into parts

Each member responsible for completion of individual task

Listening actively

Help, support, encourage and discuss ideas

Resolve conflict

Showing respect

Reflect on how group functioned

Achieving goals

Increased motivation

To achieve academic success

Students assisting each other

Scaffolding

Achieve mutual goal for success

To achieve social outcomes

ZPD (Vygotsky)

Increased learning

Understanding of differences

Increased acceptance

Respect

Strengths in differences

Acceptance of different of opinions

Promote sense of responsibility

Boost

Confidence

self-esteem

Understanding of own learning process

Thinking

Motivation

To be effective

Full participation

Impact

Value

Strengt/weakness

Non-threatening environment to test ideas

Allow for differentiation

Flexible grouping

Peer relationships

Provide regular feedback

Trust

Effective communication

Listening

Expressing ideas

Implementing : ✒

Planning

Safe environment

Concept of cooperation has to be taught

Outcomes clearly stated

Decide on content

relevant to students

Assign groups

Differentiation strategies

Process

Product

Clear direction

Resources and timeframe

Recording of student achievement

Guide, monitor and support

Scaffolding

Prompting

Group size

Configuration

Set guidelines

Cooperative learning and ICT

Can promote better achievement

Same approaches as ICT and group work

Achieve goals that students can't achieve on their own

Teacher as facilitator

Group assessment mark and individual assessment mark

Require teacher monitoring and observatons

Rules

JigSaw

For successful learning

Plan discussion focus

Interest

Set rules

Plan how to start discussion

Avoid students monopolising discussion

Recording Results

Help provide details is assessment is valid, reliable and fair

To plan for improvements

Data of student progress

Benchmark

To inform teaching

Reflection on assessment practice

Informal

Formal

Anecdotal records

Checklist

Behaviours

Skills

Attitudes

Rating scale

Portfolios

Summative

Teaching through problem solving

Teaching Strategy

To acquire knowledge

Applying knowledge to real world experiences

Authentic

Personal needs as driver

New knowledge and skills

Problem based-learning

Skills of problem solving is not the goal

Benefits

Engaging

Based around the curriculum

Independent learners

Improve metacognition

Not an approach I feel very confident in applying. Have not quite grasped the main concept. Can be used for most subject areas (Killen). Need examples for HaSS and English. Will require a deeper understanding. Seek out experienced teachers for clarification and demonstration.

Long term process

Not easy to plan

Students need to identify what they do know to understand what they need to know

Extensive preparation

Critical Thinking

Creative Thinking

Purposeful Thinking

ICT and Problem Solving

Research and access to material

Word processor

Database

Spreadsheet

Drawing programs

Presentation programs

Graphic Organisers

Specific software use from real life

Online cooperation

Other countries

Contact Experts

Flexible Strategy

Can be used with cooperative learning or group work

To increase understanding of a problem

Subject specific content

Authentic

To improve skills

Transfer skills to other areas

Student directed

Curiosity driven

Can be done as individual learning

Teacher guidance

Dependent on student

Prior knowledge

Experience

Complexity of issue

To gather information

Create new interpretation

Need to be independent learner

Need to be able to work in group

Benefits of structured Inquiry (Killen) : ✅

Active participants

Ask questions

Seek Answers

Investigate and Discover

Promotes Metacognition

Integrate and connect knowledge with real world

Challenge motivate and engage

Critical thinking

Develop skills

Communication

Reading

Writing

Notetaking

To think like and expert

Organisational

Time management

Utilise sources

How to use ICT as learning tool

Motivating and engaging

Teacher to gain insight into how student learn

Getting parents involved

Time consuming. No guarantee students learn the targeted outcome. Not all students have the required skills, motivation, engagement and self-efficacy

Implementing (Killen)

Have a lot to learn of how to use and implement ICT. Many platforms of learning are unfamiliar.

Learning with/through technology

Plan outcome

Develop question

Consider student prior knowledge

Structure to build on knowledge

Monitoring of student progress

Observation

Access to resources

Assessing

Process

Product

Allow for differentiation

Process

Product

Marking Key

State learning intentions/success criteria

Provide clear explanations

Check for understanding

Set time frame

Safe learning environment

Deadlines

Guide, monitor and support

Prompting

Scaffolding

How to present findings

Flexible

Learning more important than final product

ICT and Inquiry

Web-based research

Abundance of sources

Misconceptions

Suitability

Less control of conclusion

Credibility

Access to experts

Global interaction

Participate in real life projects

Publish information

WebQuest

Social networking

Sharing of information

Many perspectives

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Report to parents and community

Visuals

Supporting learning with visual aids (Shabiralyani et. al)

Benefits

Motivation

Content easier to understand

Deeper learning

Improving retetention

used in combination with hearing

Improvement of learning environment

Increased interest in learning

Increase vocabulary

Provide direct experience

Learning complex

Not all learning the same way

Differentiation

Easier to explain

Graphic organisers

Videos

Pictures

Charts and illustrations

Can be provided with use of ICT

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Technological Pedagogical Content Knowledge

Learning while doing

Spontaneous tasks (Herrington)

9 Principles of Authentic Learning (Herrington)

Collaborative construction of knowledge

Promote reflection

Multiple perspectives and roles

Promote articulation

Expert performance

Coaching and scaffolding

Provide authentic activities/tasks

Authentic assessment

Provide authentic context

Real life experience

How would experts solve this

To create

Ability to use software

What to teach

How to teach

Supporting teaching

Different context

Different approach

SAMR Model

Enhancement

Substitution

Transformation

Augmentation

Modification

Redefinition

Framework for technology

Improvement

Different mode

Redesign

New creation

Deeper engagement in task

More efficient learning

Bloom's in technology

What, why and how of learning

Maximising student success

Further learning and ICT

Authentic learning and ICT

Meaningful learning framework

Active

Collaborative

Constructive

Authentic

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Intentional/goal directed

more meaningful and real life experience

Keeping up to date with the Education Department and Connect for any courses

Consult The Technology Integration Matrix (TIM) https://fcit.usf.edu/matrix/matrix/

Confident

Patient, persistent and optimistic

Effective communicators

Curious

Committed

Compasionate

Willing to collaborate and share

Resourceful

Ethical

Reflective

Maslow Hierarchy of Needs (Maslow)

Not confident in marking. Will need a fair bit of support.

EDN584: Strategies for Effective Learning and Teaching in Secondary Schools.
Anette Thun Quartermaine - 32307582