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
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
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
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
click to edit
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
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
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