Effective learning and teaching - Coggle Diagram
Effective learning and teaching
Have high student expectations & provide opportunity for autonomy
Use student names, get to know personal intrests
Don’t humiliate or ridicule
Physical learning environment
Need to consider room layout, size,
lighting and space has
a direct impact on
Ensure all students have a clear view of the board
Maintain relationships with students, create a rappor
Share stories, learn about their intrests
Positive cohesive bonding
Strengthening the relationship between students and the
relationships between students and you
Model acceptable interactions, create rules and expectations, small group work, celebrate class success
Positive wellbeing of students
positive tone, positive encouragement, no public shame, establish rules
What you say and do to ensure all students feel like they belong
Use student ideas, hold students accountable
Constructivist classroom layout
Collaborative, group work
Partner activities/ think pair share
Move desks and chairs to match the instructional method you
The pygmalion effect
Teachers develop and hold expectations about individual student
– Rosenthal & Jacobson, 1968
Student beliefs and notions of self-efficacy are in part constructed
from the feedback and treatment, they receive from their teachers
Create a welcoming environment and treat students equally
Present information in multiple ways, considering individual learning styles
Think pair share, numbered letter heads
Differentiate feedback to each student, provide it regulary
Modelling and demonstration
Albert Bandura: Developed Social Learning Theory and emphasised modelling.
Traditional, lecture-based teaching method.
Organising content systematically for instruction
Safe classroom approach
Focus on the process of learning rather than just outcomes.
face to face interaction
John Dewey: Promoted experiential and social learning.
Lev Vygotsky: Introduced the concept of the Zone of Proximal Development (ZPD).
Integrating technology into teaching.
Fred Jones Positive Discipline Model
Understanding the goals of the misbehaviour
Positive cohesive bonding
Safe and accountable learning environment
Using signals to begin
Establishing rules and routines
Using motivational strategies
Response to behaviour
React to misbehaviour from the HEAD
and remain calm and logical
Goals of misbehaviour
Rudolph Dreikurs (1971)
All behaviour is purposeful.
Believes the correction of students’ misbehaviour is the result of a
teacher actively showing a student how to belong.
Achieving Classroom Management Through
Preventative Discipline - Kounin (1960 and 70’s)
Expectations, rules and routines
Setting Rules / Establishing
Signal to Begin
When, What, Who, When, Monitor
students must be listened to and respected and be free from put-downs while also actively participating, be respectful to others and allow others to learn
teach rights, rules and responsibilities
explain the rationale and any consequences.
Extrinsic, external rewards, reinforcement and punishment
Expectancy value theory (Eccles, 1983; Wigfield & Eccles, 2000)- intrinsic motivation,The student’s expectancy of success on the task interacts with
their perceived value of the task and impacts their motivation.
Intrinsic, authentic tasks, autonomy, prior learning, self management
Self-determination Theory (Deci & Ryan, 2000)
Humans seek integration between
themselves and their social world. Students autonomy and have a say in choices, they must be competent and have the ability to master challenges and need to experience relatedness and feel like they belong.
Maximise and include students' personal interests in learning
Set short achievable goals
Provide students with regular feedback
connecting learning to personal interests
Involves judgment or opinion-based evaluation.
Examples: Essays, open-ended questions, portfolios.
Lev Vygotsky (Zone of Proximal Development)
Bloom's Taxonomy (Higher-order thinking)
Employs clear, quantifiable criteria.
Examples: Multiple-choice, true/false, fill-in-the-blank.
Benjamin Bloom (Bloom's Taxonomy)
Robert Gagné (Conditions of Learning)
Focuses on application of knowledge and skills.
Examples: Oral presentations, lab experiments, simulations.
Grant Wiggins and Jay McTighe (Understanding by Design)
Howard Gardner (Multiple Intelligences)
Validity ensures that an assessment accurately measures what it's intended to measure. It's about the assessment's ability to assess the specific learning outcomes it's designed for.
assessment yields consistent results when administered repeatedly. It's crucial for ensuring fairness and consistency in the evaluation process.
provide equal opportunities for all learners, regardless of their backgrounds or circumstances
assessments aim to mirror real-world scenarios, making them practical and relevant
learly defining assessment criteria, expectations, and grading rubrics, so learners understand how they will be evaluated.
involves ensuring fairness and accommodating diverse student populations
formative (providing feedback during the learning process)
summative (feedback after the learning is completed)
immediate feedback (given right after an assessment)
Effective feedback should be timely, specific (providing clear information), constructive (suggesting improvements), and actionable (helping learners take meaningful steps for improvement).
for learning and improvement
final evaluation and grading
identify learner strengths and weaknesses
evaluating real-world skills and tasks