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Strategies for effective learning and teaching in secondary schools EDN…
Strategies for effective learning and teaching in secondary schools EDN 584
Creating emotionally safe & inclusive learning environments
Physical
Universal Design for Learning (SA Department of Education, n.d.) & (NSW Department of Education, n.d.)
Providing accessible space
Wheelchair access ramps
Ergonomic seating and adjustable desk heights
Avoid clutter
Visual story boards
Reduce distractions & sensory overload
Ambient lighting
Reduce food smells, odours etc.
Noise cancelling headphones (Weiner & Grenier, 2020)
Maintain ambient temperature
Neutral wall colour (Weiner & Grenier, 2020)
Establish simple routines (Weiner & Grenier, 2020)
Appropriate seating arrangements
Provide sensory toys
Using ICT-interactive resources
Appropriate labelling to equipment
Academic
Reduce cognitive load (SA Department of Education, n.d.)
Differentiation based on student abilities
Present complex information using simple language (SA Department of Education, n.d.)
Rewards & motivation
Constant check-ins with students to assess learning progress (Centre for Education Statistics & Evaluation, 2023)
Constructivist learning- Make learning student-directed (Duchesne et al., 2022).
Include students on curriculum implementation (Utah Valley University, n.d.)
Behavioural, Emotional & Social
Promote SEL
Teach mindfulness activities (Duchesne et al., 2022)
Positive bonding among peers (Bennett & Smilanich, 1994)
Collaborative learning (Duchesne et al., 2022)
Peer assisted learning
Cooperative learning
Collaborative learning
Roger's unconditional positive regard (Duchesne et al., 2022)
Encourage feedback
Self-regulation (Duchesne et al., 2022)
Self-talk strategies
Self-monitoring of thoughts
Traffic light system-Stop Think Do
Encourage open-mindedness
Create a sense of belonging
Using positive language (AITSL, n.d.)
Avoid using languages like handicapped, mentally retarded etc.
Learn to pronounce students' names & familiarize with their culture (UCL, 2020)
This promotes inclusive behaviour
Address challenging behaviours like microaggression (UCL, 2020)
Use micro-affirmations (Rowe, 2008)
Active listening to students
Use positive & open body language (UCL, 2020)
Maintain eye contact (UCL, 2020)
Ask questions to ensure understanding (UCL, 2020)
Support student emotions & experiences (UCL, 2020)
Assessment strategies
AITSL standard 5 (focus areas 5.1, 5.2 & 5.3)
All teachers must assess student learning, give feedback & make consistent & reliable judgements
Assessment should be: (SCSA, n.d.)
fair
Educative
Integral to learning
Meet specific purposes
Lead to informative reporting
Lead to school-wide evaluation processes
Types
Formative
Assessment for learning
Informal & formal strategies to assess learning & progression. (Brady, 2018)
formal types
Class quizzes, mid-unit tests, essays, lab report write-ups,
Teacher devised tests: MCQs, true/ false, short answer, concept maps, conferences, interpretive, cloze, essays, extended response (Brady, 2018).
Informal types (ACT Department of Education, n.d.)
In-class observation
Checklists, anecdotal records,
Homework exercises
Class discussions
Stand up-Hand up-Pair up
Reflection journals
Q & A sessions (formally planned & spontaneous
Class activities
Self & peer evaluation
Improves metacognition of students; intrinsic motivation.
Collect evidence; provide feedback to students & use evidence to modify learning objectives & teaching strategies
Using feedback can help a teacher to: (Goss & Hunter, 2015)
Assess what students already know.
Target teaching to specific student requirements.
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Summative
Assessment of learning
Formal processes to assess student learning at end of learning cycle/ schooling stage (Brady, 2018).
Graded & results form report to parents/ school authorities
Examples
Examinations; term papers; projects; portfolios; Performances;
Standardized testing
Commercially produced tests
NAPLAN, OLNA
To assess literacy & numeracy standards across the nation
Collaboratively produced by ACARA & every state & territories
ACARA regulates assessment & reporting at national level
Diagnostic
Why? (ACT Department of Education, n.d.)
Can identify student prior knowledge, skill set, strengths & weaknesses.
To help teachers plan what to teach & how to teach!
Examples
Pre-tests, self-assessments, off-level assessments, discussion boards
To evaluate student learning
Key concepts
Validity
How to? (Brady, 2018)
Check the task against curriculum/ learning objective;
Discuss with colleagues/ collegial decision
Reliability & Fairness
How to? (Brady, 2018)
Create classroom atmosphere where students encourage assessment.
Establish expectations
Multiple types of assessment/ variety of questions
Should not biased based on gender/ culture.
Set based on assessment & judgement standards
Teaching strategies
Didactic
Teacher-centred, where teacher instructs & students receive.
When it's beneficial?
Teaching short information/ content students must learn. Example: Where students must learn laboratory safety rules
When teaching new area of study: develop basic knowledge & skills before moving to a constructivist learning approach (Killen, 2014)
Reduces cognitive load on student's working memory (Killen, 2014)
Systematic delivery of information
Limitations (Killen, 2014)
Relies on students being able to assimilate information.
Students loose interest very early into the topic
Difficult to cater for differentiation in a large class
Impact problem solving skills
Involves lot of preparation for teacher in form of lectures, presentations.
Direct instruction/ Explicit Direct Instruction
How it's done?
Teacher explains what student needs to know (Kivunja, 2015)
use worked examples to help consolidate learning, example mathematics.
Give sufficient time for independent practice & consolidate learning (Killen, 2014)
Teacher to observe and clarify doubts
Teach skills, vocabulary, concepts
Teach easier curriculum concepts before moving to tougher ones
Use simple language
Lesson delivered at brisk & steady pace
Activate prior knowledge & skills
Clearly explain learning objectives.
Clear & designed lesson plan
Teacher controls entire learning process (Killen, 2014)
Inquiry-based method
What?
Student-directed learning where students develop necessary skills & reflect on the knowledge & understanding (Killen, 2014).
Can be used along with cooperative learning.
Benefits (Killen, 2014)
Encourages students to ask questions, investigate hypotheses discover learning.
Beneficial to develop decision making skills
Construct more knowledge on prior learning.
Can be related to real life situations
Encourages critical thinking
Develop communication skills
Teach students to use wide range of learning resources & experiences
Fun learning experiences
How to?
identify specific learning objective & curriculum descriptor.
Create a question/ hypothesis
Identify any specific skills to be taught
It can be a refresher on prior learning
Plan the inquiry task/ how students need to do learning
Explain task to students & provide necessary resources
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Examples
STEM based activities like science experiments
reSolve: Maths by Inquiry: mathematics education program from the Australian Academy of Science. (reSolve website, n.d.)
Observational field trips
Projects
Class debates
WebQuests: using Internet (Killen, 2014)
Limitations (Killen, 2014)
Starting trouble for students.
Lack of necessary knowledge & skills
Difficulty in sourcing sufficient information
Gathering of irrelevant information
Students may not do sufficient analyzes of data
Difficulty communicating the results
Cooperative learning
What?
Students work together in small groups to achieve a common learning outcome (Killen, 2014)
When can group work be considered cooperative? Johnson & Johnson, 1989, 1994 in (Killen, 2014)
Positive interdependence;
ongoing direct interaction;
individual & group accountability;
use interpersonal skills;
be reflective learners
Benefits
Constructivist way of learning- student directed, teacher facilitated.
Students become less reliant on teachers
Students more engaged in STEM based learning
Creates compassion, empathy, respect & inclusion among students (Killen, 2014)
Studies show it's beneficial to learners of all abilities (Killen, 2014)
Students learn life skills important for life beyond school
Limitations (Killen, 2014)
Depends on peer teaching skills;
Needs to be done extensively over a prolonged period of time;
Lack prior knowledge;
Insufficient time;
Not all students enjoy cooperative learning;
How to? Killen, 2014)
Assign students into specific groups (usually quads)
Clearly explain learning outcomes
Explain how individual & group contribution be assessed.
Give required resources.
Constant reminders of time
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Examples (Kivunja, 2015)
Think-pair-share:
All students given time to ponder over a problem/ question. Then students grouped into pairs to discuss their thoughts
Round Robin
Students seated in circle. Question given. 1 student writes answer, then student sitting left to student 1 contributes & goes on
Continues until every student contributes & teacher can make necessary scaffolding when required.
Jigsaw
Students into home teams of quads. Each student given specific learning responsibility.
Student then joins other group of same responsibility & gather information, becomes expert
Student to return to home team & pass on information learnt.
3 step interview
Groups of 3.
Assign roles: Interviewer, responder, recorder
Provide the topic. Students to think for 2 minutes.
Role play of interview until every student performs all 3 roles
Whole class Discussion
What?
Group interaction where student exchange ideas, be active listeners, explore, apply & reflect on their views.
Versatile & constructivist teaching
Benefits
Provides opportunity to learn new ideas
Develop student's metacognitive skills
Collaborative learning
Develop motivation in students by observing their peers
Reflect on one's attitudes & views on a topic
Develop communication skills
Students become active learners
Limitations
Students need to be well prepared on the topic of discussion
Teacher must keep students involved at all times
Some students may find it difficult to actively participate in the whole class discussion/ self-esteem issues.
Teacher must anticipate every possible outcome of the discussion.
Setting rules
Can be time consuming
How to? (Killen, 2014)
Choose a curriculum topic/ descriptor.
Input students with necessary information about the topic.
Ask students effective questions.
Open discussion on a key point of the topic.
Encourage students to think before speaking. Encourage active listening.
Strategize how students must speak their views/ thoughts.
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Visual
Using graphic organizers- brainstorming structures students use to link prior learning to new knowledge being learnt (Kivunja, 2015)
Visual depiction of learning
Enhance critical thinking
Constructivist learning approach
Can make learning fun with images, videos etc.
Viable alternative to students who can't express learning by writing extensive essays.
Examples:Mind maps, concept maps, venn diagrams, fishbone diagrams etc.
Classroom management strategies
Students misbehave to: Seek attention, power display, revenge & display of inadequacy (Nodrick 2004)
Behaviour management is essential
NCTQ studies in 2014 identifies 4 effective strategies for classroom management: (NSW Department of Education, n.d.)
Encourage student engagement
Rules, routines & praise
Consistent & escalating consequences
Positive teacher- student relationships
Responsive strategies
Strategies to address inappropriate & disruptive student behaviour
Corrective responses
How to choose?
Based on student needs to re-engage in learning, understand why they may be misbehaving, selecting appropriate response to severity of misbehaviour, teacher remaining calm during the whole episode (NSW Department of Education, n.d.)
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Preventive Strategies
Teacher orientated strategies to provide students with predictability & consistency on what to expect in a classroom (NSW Department of Education, n.d.)
Being proactive:
Establish boundaries, rules & routines
within the 1st few weeks (Barrie Bennett & Smilanich, 1994 ch 2)
Routines for beginning & end of class
Use simple language to establish boundaries
Involve students in setting up rules & consequences
Use
pre-corrections
! (NSW Department of Education, n.d.)
Provide short verbal reminders of what is expected
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Make learning meaningful
Try to incorporate learning activities relevant to students' interests, cultural backgrounds
Encourage collaborative learning activities
Think-pair-share
Round robin
Whole class discussion
How to implement?
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Placemat
Role-play
Do task rotation (Strahm, 2007)
Positive reinforcement for good & expected behaviour
Pre prepared effective seating arrangement & classroom layout constructivist in approach
Active supervision
Teacher moving around the class
Constantly checking for inappropriate behaviours
Redirecting students to help stay on task
Appreciating good behaviour
Help struggling students
Be active listener
Greeting students at the door
Teach students SEL & cognitive self-regulation skills
Structured instruction (NSW Department of Education, n.d.)
Clear communication of learning objectives
Provide smooth transitions between learning experiences
Timely feedback
Motivation to complete learning tasks
Clear guidance on learning activities
Prompts to respond to encourage participation
Have strategies in place to manage learning resources- laptops, worksheet distribution, experiment equipment, etc.
To maximize instruction time (NSW Department of Education, n.d.-a)
To ensure positive learning environment (Allen, 1996)
To create safe & inclusive classroom (Allen, 1996)
To increase student engagement (NSW Department of Education, n.d.)
Embedding ICT in teaching & assessing learning
Using computer driven technology to enrich learning & understanding
Research shows using ICT helps students learn differently & engage in multiple learning processes.
Computers form alternate form of constructivism learning/ Peer learning networks
TPACK model (Kivunja, 2015)
Technology, pedagogy & content knowledge needs to be integrated. for effective use of technology- Developed by Mishra & Koehler (2006).
How to integrate?
Teacher must identify the learning objective & choose specific ICT resource.
Using GeoGebra to teach geometry in mathematics
Authentic learning which can be open-ended, constructivist.
Examples of ICT
Using graphic calculators
Online videos
Online simulations-pHET Colorado
Virtual libraries
Online textbooks
Stile resources in Science
Web search
Scientific calculators
Movement analysis softwares
Creating online games
Online collaboration tools like Microsoft teams etc.
Coggle, MindMeister, Miro etc. to create visual learning organizers
SAMR (Hamilton et al., 2016)
When technology is used for learning as:
Substitution
when technology is used as direct substitute for learning process/ no functional improvement
Example: using online notes taking software as alternate to pen & paper.
Augmentation
Technology used as direct subsitute but with functional enhancement
using Grammarly as an online tool to check for grammar & spelling errors.
Modification
Extensive redesign of learning task
using Google maps learning trails/ online museum resources
Redefinition
Creating new tasks
Creating stop-motion stories on learning topics like seed germination etc.
Using ICT for assessment (Majid, 2020)
Using online tools like Kahoot for creating quizzes.
Can generate immediate feedback to students
Analyze data effectively
Using online rubrics
Computer adaptive testing to moderate tests based on student abilities
Creating Electronic portfolios
Survey tools
.