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Strategies for effective learning & teaching, Links to pyschological…
Strategies for effective learning & teaching
Create safe and inclusive environment
Expectation
Student-Teacher relationship
Emotional safety
Adolescence
Early
black & white thinking,limited abstract thinking,privacy,independance
Strategies
Fun, energetic games
Middle
Parental conflict, friendships, peer pressure,impulsive,philosphical thinking
Strategies
Group work, discussions, older games
Late
Rational thinking,impulse control,longerterm planning,identity,independence, stable friendships, romance, emotional stability
strategy
Teaching space
Strategies
Participation,differentiation, high expectations,belief system
Effective learners (Killen, 2016)
Intrinsic motivation
Active,engage,explore,observe,experiment, reflect, interact
Real world problems, autonomy
Classroom Management practices
Teacher emotions
Describe trigger event
Label emotions
Manage emotions :
Psychology and dynamics (Frederickson & Cline (2002)
Monitoring (Elton report (1989), Hart (2004), Ofsted (2005)
Student Behavious
Rules (Little and Akin Little (2008)
Establish high expectations, Oftsted (2006)
Effective strategy
Collaborative learning -constructivism
Individual accountability (Kaufman et al , 1997)
Group processing (McCafferty et al, 2006) Johnson & Johnson, 1994)
Positive interdependence (Jensen, et al, 2002)
Discussions
Rubrics
Assessments
Low key behaviour management e.g. proximity, behaviour, pause etc.. (Bennet & Smilanich)
The Bump method (Bennet & Smilanich, 1994)
Bumps strategies 1-10
Motivation (Pintrinch 2004)
Beliefs
Goals
Self efficacy
Teacher- Student Humanistic (Cornelius White (2007)
Responses
1.Low key
2.Square off
3.Choice
4.Implied choice
Power
Chat
Contract
Defelection
Follow through
Critical teacher response
Assessment Strategies
AITSL Standard 5
Provide feedback
Consistant and comparable
Assess learning
Moderation of stratgeies
Rubrics
Moderation by peers
Alignment
Clarity of purpose
Short response
True / false
Multiple choice
Completion
Extended response
Response to question
Response to experience
Response to Information
use of graphic organisers
venn
concept
Fish bone
mindmap
Informs
Authentic
Didactic Teaching -evidence based, instruction
Direct instruction
Research based (Beeliar Instructional method)
Indirect instruction
Clear instruction=Improved performance (Englemann & Becker, 1988)
Socratic and Facultative (Chin and Chia (2204,Kolb & Kolb (2005), Speirs & Wren (2001)
Step by step,scaffold,practice,objectives,questioning
Learning and future practice
Continued learning
Experiment with range of assessments in class
use of exemplars
Utilise strategies in current teaching role
More planning around cooperative group work
Research around improved planning and execution of discussions
Study of Killen (2016) text on research and practice for teaching strategies
Replace traditional assessments with authentic assessments
Improved development of rubrics
Humanism
ICT
Social constructivism (Vytosky) Constructivism (Piaget)
Connectivism, (Stevens, 2004), (Johnson & Aragon, 2003)
E Learning
TPACK (Mishra and Koehler (2000)
Effective learning
SAMR
Conceptual framework
Meanginful learning & integration
Adapt
Infuse
Adopt
Transform
Entry
Links to pyschological research
Cooperative learning
Socratic/ coaching
Effective assessment methods
understanding
Effective teacher attributes (Killen, 2016)
Benefits
Disadvantages
Judging standards (SCSA)
ACARA work samples
Traditional assessment
Versus
Blooms taxonomy
Plan
Execute
Real world
Didactic teaching
Graphic organisers
Philosophical discussions, silly games
Behavioural management strategies (e.g theory of bumps)
Exemplars