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Effective learning and teaching - Coggle Diagram
Effective learning and teaching
Emotional safety
Maslows model
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,
temperature,
lighting and space has
a direct impact on
engagement and
interaction
Ensure all students have a clear view of the board
Positive relationships
Winning over
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
emotional safety
Positive wellbeing of students
positive tone, positive encouragement, no public shame, establish rules
inclusivity
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
Flexible seating
Tierred instruction
Partner activities/ think pair share
Move desks and chairs to match the instructional method you
are using
The pygmalion effect
Teachers develop and hold expectations about individual student
performance
– Rosenthal & Jacobson, 1968
Student beliefs and notions of self-efficacy are in part constructed
from the feedback and treatment, they receive from their teachers
4 factors
Climate
Create a welcoming environment and treat students equally
Input
Present information in multiple ways, considering individual learning styles
Response Opportunity
Think pair share, numbered letter heads
feedback
Differentiate feedback to each student, provide it regulary
Teaching strategies
Didactic
direct instruction
cognitive methods
Modelling and demonstration
Albert Bandura: Developed Social Learning Theory and emphasised modelling.
Traditional, lecture-based teaching method.
Cooperative
Structural approach
Organising content systematically for instruction
Safe classroom approach
Process approach
Focus on the process of learning rather than just outcomes.
John Dewey
Group work
Individual accountability
face to face interaction
social skills
group processing
positive interdependance
John Dewey: Promoted experiential and social learning.
Lev Vygotsky: Introduced the concept of the Zone of Proximal Development (ZPD).
ICT
Integrating technology into teaching.
Classroom management
Fred Jones Positive Discipline Model
Preventing misbehaviour
Understanding the goals of the misbehaviour
Winning over
Positive cohesive bonding
Inclusivity
Safe and accountable learning environment
Using signals to begin
Managing transitioning
Establishing rules and routines
Using motivational strategies
Response to behaviour
manage emotions
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.
Goals
Attention
Power
Revenge
Assumed Disability
Achieving Classroom Management Through
Preventative Discipline - Kounin (1960 and 70’s)
Winning over
Ripple Effect
“Withitness”
Overlapping
Expectations, rules and routines
Setting Rules / Establishing
Norms
Managing Transitions
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
teachers must...
explicitly model
teach rights, rules and responsibilities
explain the rationale and any consequences.
Motivation
Behavioural
Extrinsic, external rewards, reinforcement and punishment
cognitive
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.
Constructivist
Intrinsic, authentic tasks, autonomy, prior learning, self management
Humanistic
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.
Examples
Maximise and include students' personal interests in learning
Set short achievable goals
Provide students with regular feedback
connecting learning to personal interests
Assessment strategies
Types
Subjective Assessment
examples
Involves judgment or opinion-based evaluation.
Examples: Essays, open-ended questions, portfolios.
Lev Vygotsky (Zone of Proximal Development)
Bloom's Taxonomy (Higher-order thinking)
Objective Assessment
examples
Employs clear, quantifiable criteria.
Examples: Multiple-choice, true/false, fill-in-the-blank.
Benjamin Bloom (Bloom's Taxonomy)
Robert Gagné (Conditions of Learning)
Performance Assessment
examples
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)
Assessment quality
Validity
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.
Reliability
assessment yields consistent results when administered repeatedly. It's crucial for ensuring fairness and consistency in the evaluation process.
Fairness
provide equal opportunities for all learners, regardless of their backgrounds or circumstances
Authenticity
assessments aim to mirror real-world scenarios, making them practical and relevant
Transperancy
learly defining assessment criteria, expectations, and grading rubrics, so learners understand how they will be evaluated.
Equity
involves ensuring fairness and accommodating diverse student populations
Feedback
formative (providing feedback during the learning process)
summative (feedback after the learning is completed)
immediate feedback (given right after an assessment)
Carol Dweck
Effective feedback should be timely, specific (providing clear information), constructive (suggesting improvements), and actionable (helping learners take meaningful steps for improvement).
Assessment purposes
Formative Assessment
for learning and improvement
Summative Assessment
final evaluation and grading
Diagnostic Assessment
identify learner strengths and weaknesses
Authentic Assessment
evaluating real-world skills and tasks
