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EDN584 - Strategies for Effective Teaching and Learning in Secondary…

- - - - transfer of knowledge via lectures, textbooks etc
      - Explicit Direct Instruction
        
        Useful for teaching new concepts and introducing topics
        
        Components
        
        Learning Objectives
        
        Activation of prior knowledge
        
        Concept development
        
        Skill development
        
        Guided Practice
        
        Relevence
        
        Closure
        
        Periodic Reviews
    - - Give students the opportunity to practise over and over again
      - Reduce memory overload by organising lessons efficiently, refocusing on the learning objectives and eliminating already learned information
      - Guide and monitor student progress and provide help where needed.
    - - (Killen, 2015)
  - - - Learning is more complex than uploading content
    - - Transformation
        
        Redefinition - the creation of new tasks that were not possible before
        
        Students working with students from different counties
        
        Modification - allows for significant task redesign
        
        Ipads, screen capture and apps
      - Enhancement
        
        Augmentation - direct substitute with functional improvement
        
        interactive games that enhance learning such as math games
        
        Substitution - direct tool substitute with no functional change
        
        using app versions of websites as a substitute
    - - Meaningful learning occurs when a learner interprets, relates and incorporates new information with exisiting information and applies it to solve problems
      - Encourages the use of digital tools and technology to assist in learning
      - Framework
        
        Intentional
        
        Active
        
        Constructive
        
        Cooperative
        
        Authentic
        
        Active, Collaborative, Constructive, Authentic and Goal Directed
      - Both MLF & TIM can be used together
    - - Entry
      - Adoption
      - Adaptation
      - Infusion
      - Transformation
    - - Clear Learning Goals
      - Practive and Prompt Feedback
      - Challenge and Support is balanced
      - Broaden experience base of learners
      - Active and Critical Reflection
      - Use and link real-life problems
      - Develop Metacognitive Strategies
      - Inquiry based learning environment
  - - - Help students to visually organise and make sense of information
        
        Students need to be taught how to use them before expecting them to use them
        
        Youtube videos, dvd's, etc are a way to teach students how to use them using ICT
        
        Demonstrations on the white board
      - Examples
        
        Concept Maps
        
        highlights relationships between key ideas
        
        Venn Diagrams
        
        Helps students visualise relationships between concepts
        
        Shows similarities and differences
        
        Fishbone Diagrams
        
        helps students understand cause and effect
        
        Mind Maps
        
        provides an overview of a topic without overloading on information
        
        Focuses on the main points
        
        Brainstorms
        
        allow students to empty out all their ideas from their minds and start to make connections
    - - Hear
      - See
      - Smell
      - Taste
      - Touch
      - makes learning more fun
      - helps students to study more effectively
      - Helps students better understand long explanations by providing images that are easily understoon such as; graphs, tables etc.
  - - - Principles
        
        Johnson's Five Elements of Effective Group Work
        
        Positive Interdependence
        
        The sucess of each individual group member is important for successful group work
        
        Positive Cathexis & Inducibility
        
        Results in group members encouraging each others efforts in order to be successful
        
        "the whole is greater than the sum of all the parts"
        
        Group & Individual Accountability
        
        Social Loafing - occurs when a member/s of a group put in less effort than others
        
        Group Processing can help where members assess the individual contribution of each member and make adjustments to help the group obtain success.
        
        Occurs when group success is shared fairly because every member contributed equally
        
        Can be made fair by giving a group mark and an individual mark
        
        Interpersonal & Small Group Skills
        
        basic teamwork skills - leadership, decision making, building trust, communication and conflict management
        
        Be on time
        
        Listen to others
        
        No blocking, interrupting or personal attacks
        
        e.g. don't allow students to block each others ideas and instead ask them to modify or build on the idea
        
        equal opportunity for everyone to speak
        
        Controlled conflict
        
        Participation
        
        inclusive discussion environment
        
        Allow an alternative way for students to share their ideas anonymously e.g. note cards or online tools like question cookie or the learning management system (connect?)
        
        Ice-breaker activities
        
        Face-to-face Promotive Interaction
        
        sharing reasources to support each others success
        
        support, help and praise each others efforts
        
        Group Proccessing
        
        Self/group reflections
        
        reflect on behaviours, concerns, accomplishments and decisions
        
        Cooperation
        
        What cooperating in a group should look like
        
        help each other and try to work out answers within the group before asking the teacher
        
        Stay on task
        
        working quietly together
        
        Aim is to have full participation, trust and open communication
      - Teacher as a facilitator
        
        teacher starts an activity and then the students work together to complete it.
        
        Before the Lesson
        
        Clear learning objectives
        
        Plan group size and student allocations
        
        Determine materials needed for the lesson
        
        Plan group discussions to ensure a clear goal/objective, how to guide students and prepare activities
        
        set time limits for discussion and questions
        
        Establish ground rules for discussions
        
        Limit background noise, one person speaking at a time, all students expected to listen, use of names when speaking or asking questions
        
        develop the and monitor the social skills of the students
        
        Reinforce student contributions
        
        encourage discussion
        
        Silence is okay
        
        Limit your own involvement
        
        Balance student voices, don't allow students to monopolise the discussion
        
        Encourage quiet students to join the conversation with non-threatening questions and activities
        
        e.g. ask them to fetch some information for the next lesson
        
        Positively reinforce their contributions
        
        Sit with them
        
        During the Lesson
        
        Keep discussions focused
        
        Repeat key points back to the class
        
        Take notes during discussions
        
        Watch for when the discussion is drifting or breaking down and introduce a new activity or question to refuel it
        
        Watch for heated arguements
        
        Close the discussion and reflect on what has been discussed by refreshing them on key points
      - Discussions
        
        Examples
        
        distributed questions
        
        list of kep points
        
        partner activities
        
        brainstorming activities
        
        open questions
        
        small group discussions of a set question
        
        formal debates of controversial issues
- - - - Feedback needs to be accurate and include suggestions on how students can meet the requirements.
      - Rubrics
        
        Give a clear indication of what is expected from the student
      - Diagnostic, Summative and Formative assessments can be used to provide feedback to both students and teachers to gauge student learning
        
        Positive feedback helps students to respond well to feedback
        
        Examples
        
        KWL Charts
        
        Exit Slips
        
        Quizzes
    - - Tasks need to be challenging enough, not too easy and not too hard
      - Judging Standards
        
        Gives examples of what teachers should expect from students at differenent learning levels
        
        https://k10outline.scsa.wa.edu.au/home/assessment/judgingstandards
      - ACARA work samples
        
        https://www.australiancurriculum.edu.au/resources/work-samples/
      - Moderation Course
        
        https://scsaapps.scsa.wa.edu.au/files/csm/Moderation-P-10/index.html#/
      - Curriculum Alignment
        
        https://k10outline.scsa.wa.edu.au/
    - - (Hattie & Timperley, 2007)
      - (Brady & Kennedy, 2019)
  - - - Short Responses
        
        drawing diagrams, maps, sketches, graphs etc
        
        Multiple choice questions, fill in the blanks
        
        Games such as hangman, anagrams, word drawing or acting out.
        
        Short oral responses
        
        circling or colouring in answers
        
        reading or listening to information provided by written or spoken text
        
        small writing tasks such as blogs, messgaes, emails, diary writing, recipes or invitations
      - Extended Responses
        
        Longer answers to questions such as; responding to an experience like writing a report on a trip to the zoo or reviewing an artwork or book.
        
        Responding to provided information from newspapers, articles or statistics
      - Blooms Taxonomy
        
        Create
        
        Evaluate
        
        Analyse
        
        Apply
        
        Understand
        
        Remember
      - Benefits
        
        Easy to analyse and compare results
        
        Easy to score
        
        Categorical analyses can determine where students excel and where they need more work
        
        Results are comparable
      - Disadvantages
        
        lacks real-world content
        
        lack of long-term critical thinking skills
        
        lack of reasoning skills
    - - (Brady & Kennedy, 2019)
    - - Focuses on real-world applications e.g. scenarios, real-world tasks and workplace settings
      - Benefits
        
        Unpredictable nature - helps students to visualise what it might be like working as a real life professional
        
        encourages critical and higher order thinking
        
        Learner centred - students assess and reflect on their own and their peers work which makes it more meaningful to them
        
        Requires the collection of direct evidence - students can research and collect evidence overtime to support their claims
        
        prepares students for the workplace
      - Disadvantages
        
        Can be a burden to teachers by placing a huge amount of work on their shoulders assessing the individual needs of each student
        
        Resource intensive and time consuming
        
        if assessment task expand too much it can be an unreasonable burden on the student
        
        May not work for certain students, e.g. students with mobility issues, anxiety, communication issuesand behavour issues
      - Examples
        
        professional education programs
        
        clinical, producation and research contexts
        
        laboratory work
        
        Internships
        
        Cross disciplinary work
        
        Portfolios
        
        Problem-solving
- - - - they belong
      - they are safe
      - their voice is heard
      - they are respected
      - they are encouraged to learn
      - Humanist Approach
    - - Winning Over &
        Cohesive Bonding
        
        "Get to know you" Games
        
        Middle Adolescence
        
        Group work and discussions
        
        Games that are socially acceptable and not embarrassing
        
        Late Adolescence
        
        Philosophical discussions
        
        Silly games
        
        For science - include activities that involve building or doing things for example; using popsticks, protect the egg, the chicken the fox and the egg.
      - provide a strong, consistant and caring approach to students
      - to be a strict but fair leader of the classroom
      - Active Participation
        
        Socratic Questioning - Open ended questioning very effective
      - Differentiation
        
        Get to know your students
        
        Some students prefer quiet spaces, smaller steps or bigger writing.
        
        ADHD - channel their hyperactivity into jobs and responsibilities around the classroom such as handing out worksheets.
        
        Avoid biases, assumptions and predjudices
        
        Have high expectations of everyone
  - - - Listen & don't interrupt
      - Do not disrespect one another
      - Respect the space
      - Less is more
    - - Bump 1: Prevention
        
        Low-key Responses
        
        Deal with allies
        
        Winning over
        
        take an interest in the students, their lives and interests to develop positive relationships
        
        Deal with the problem NOT the student
        
        Proximity, student's name, gesture, the look, the pause and ignore.
        
        Minor annoyances are a student's way of pushing to see where the boundaries are
      - Bump 2: Square off Response
        
        Minimal verbal response to stop, thank you
      - Bump 3: Give Choice
        
        either/or choice
      - Bump 4: Implied Choice
        
        Follow through - "You've made your choice, ..."
      - Bump 5: Diffuse the Power Struggle
        
        ignore, calmly describe the behaviour or ask to leave the room
        
        remove the audience and allow to calm down
      - Bump 6: Informal Agreement
      - Bump 7-10: Informal contracts with others involved (Bennett and Smilanich, 1994)
  - - - Hands on Experiences
        
        Observe, experiment, reflect, interact and communicate with peers, teachers and community
        
        Activate as many senses as possible
        
        Students will actively engage
        
        integrate all aspects of a child's development such as; cognitive, physical, social and emotional.
      - Mixture of Learner-Led & Teacher-Led Activities
        
        Real-life problems and open-ended learning opportunites
        
        Builds self esteem, self concept and social competence
        
        Motivate students by giving them choices and control over their learning
    - - Arrive organised and meet your students at the door
      - Call for attention, for example; count to 3
      - Practice transitions
      - Model good behaviour and don't take things personally
- - - - I am worried that I am too soft spoken and not stern enough, I need to practice my teacher voice.
      - I plan to practice my classroom management skills during my first workplacement.
        
        Taking substantial notes and reflecting on classroom interactions during practical placements should help help me to figure out what works and what doesnt