task. some qualities of effective teaching the teaching–learning relationship
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Task
Some qualities of effective teaching
The teaching–learning relationship
The implementation strategy
How will we know if we are succeeding?
Millions saw the apple fall, but Newton was the one who asked why.
2. The responsibility and the opportunities for developing the key competencies are a ‘whole school thing’: that it is about developing an enabling school culture as well as an enabling classroom culture.
That it is about deprivatising school practice as well as classroom practice and inviting communities in as teachers and learners.
NZC Overview scan
NZ Curriculum
The key competencies are an important part of the New Zealand Curriculum.
They focus on developing dispositions and behaviours that empower students to approach new learning opportunities with motivation and confidence, equipped with a range of strategies
and processes to negotiate and create new knowledge in the 21st century and beyond.
The knowledge and skills contained in each of the essential learning areas continues to be
important, school management and classroom teachers will need support to ensure that in
selecting relevant learning contexts and pedagogical approaches, that these attend to, and are conducive to, the development of the
key competencies.
NZ Curriculum
‘School culture is…the invisible but powerful mindsets that shape the learning environment as much or more than do the four walls of the
classroom.’Wagner, et al 2006
3.They can be seen as an real agent for pedagogical change and teacher inquiry, and can be supported through effective professional learning communities.
Education in the Industrial Society (the traditionally important paradigm)
Isolated from society
Most information on the function of schools is confidential
Initiates instruction
Teaches entire class
Evaluates students
Places low emphasis on communication skills
Mostly passive
Learns mostly at school
Hardly any teamwork
Takes answers from books and teachers
Learns answers to questions
Low interest in learning
Hardly involved in learning process
Minimal involvement in the process of instruction
No model for lifelong learning
School
Teacher
Student
Parents
J. Pelgrum IEA 1999Global Context
Education in the Information Society
Integrated in society
Information is openly available
Helps students find appropriate path of instruction
Guides students independent learning
Helps students evaluate their own progress
Places high emphasis on communication skills
More active
Learns outside as well
Much teamwork
Asks questions
Finds answers to questions
High interest in learning
Actively involved in learning process
Partner in the process of instruction
Provide model for life-long learning
Form versus Function:the critical understanding
Michael Fullan, Paul Cobb, et al
There is nothing intrinsically ‘bad’ about (direct instruction), or ‘good about co operative learning.
The overriding question must always be: In the time available, which pedagogical pathway is likely to lead students to the biggest pot of educational gold? (p345).
Ackermann(2003) in The Inquiring teacher: Clarifying the concept of teaching effectiveness Graeme Aiken First Time Principals Module 2. Powerpoint presentation
At the centre of the wheel is the learner.Innermost ring: key competencies(The NZC, pp. 12–13)Middle ring: learning areas(The NZC, pp. 16–33)Outermost ring: features of effective pedagogy(The NZC, pp. 34–36)
Key competencies Learning areas Effective pedagogy
T Thinking E English CSLE Creating a supportive learning environment
UL Using language, symbols, and texts
A The arts ERTA Encouraging reflective thought and action
MS Managing self H&PE Health and physical education
ERNL Enhancing the relevance of new learning
RO Relating to others LL Learning languages FSL Facilitating shared learning
PC Participating and contributing MS Mathematics and statistics MCPLE Making connections to prior learning and experience
S Science PSOL Providing sufficient opportunities to learn
SS Social sciences TI Teaching as inquiry
Te Technology E-LP E-learning and pedagogy
The Wheel from the NZC Exemplars for Learners with Special Needs Project
Many educators have suggested that better learning will not come from finding better ways for the teacher to instruct, but from giving the learner better opportunities to construct.
Sawyer, 1996; 326
‘Tell me and I forget, show me and I remember, involve me and I understand’.
‘When a technology with more capacity has been adopted, it’s often been used merely to extend current practices rather than to explore educational possibilities that are not otherwise available, namely active learning, virtual collaboration, virtual field trips, problem-based and inquiry based learning, publication of student work, and access to photos, graphics, and data not otherwise available.’
Peter CareyICT Integration in the Classroom, Australia
literacy
numeracy
e-learning
Learning Areas
key competencies
e learning can:
•Enable teachers to accommodate the varied learning styles and paces of learning within the classroom (differentiated instruction)
•Encourage students to become life long learners who can access, analyse, and synthesize information from a variety of sourcesCarey 1997b
Effective uses of technologies are embedded within practices that realise their functionality for different purposes.
The challenge then is to design and develop technological practices that
•Meet student needs and learning goals
•Promote the adoption of new learning environments which provide opportunities for students to construct their own knowledge
•Effect instructional change
Before technology is purchased or teachers participate in professional development, the needs and learning goals of students should be determined
What do students need to learn?
What would they like to know?
How can technology promote(enhance) these learning goals?
What are the types of technology that will best support efforts to meet these goals?
1. Experts see patterns and meanings not apparent to novices.
2. Experts have in-depth knowledge of their fields, structured so it is most useful.
3. Experts knowledge is not just a set of facts – it is structured to be accessible, transferrable and applicable to a variety of situations
4. Experts can easily retrieve their knowledge and learn new information in their fields with little effort.
Content
concepts
skills
Habits of mind
Joe Exline How People Learn: National Research Council 1999
Mind-mapping – concept mapping Buzan
Inspiration softwareHidden Lives of Learners - misconceptions
NZCER
4. That it has been helpful when asked to reflect on own competencies as adults to reinforce the notion of how context dependent and value laden they are.
Any assessment of development or progress in them, or an aspect of them, would need to have the context, and the support to successfully meet the criteria; criteria which is co-constructed and clearly defined.
Think of a situation where you may be a ‘novice’ for each of the key competencies.
When are you a novice?
Input Learning outcomesA
ffective
James Gee in Moss, P. et al. (2008) Assessment Ethics and Opportunities to Learn
5. That helping teachers and students to see their own socio-cultural positioning determines how they view a competency, and the considerations and support that must take place to ensure that there has been accessible learning opportunities, room for negotiation and that one is not assessing cultural or social capital.
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