goconstructivism

ABOUT: The purpose of this site is to act as a repository and sounding board for discussions around the theme of Constructivism in Education

Tuesday, June 19, 2007

EXAMINATION 4238 Question 4.

EXAMINATION 4238
Question 4.

However a teacher teaches, their own fundermental beliefs about learning, discipline, the nature of children and how they value education take over. What are your fundermental ideas about the nature of education and classroom management?

Steiner pedagogics see that the teacher has "a sacred task in helping each child's soul and spirit grow". (1) The core assumption here is that the spirit has primacy, and additionally, by correct training, and personal discipline, one can attain experience of the spiritual world.

Steiner education strives to recognise the individuality of the child and aims to create a physical, social and spiritual environment in which that individuality can unfold with confidence, ‘love and belonging’ – Glasser. To meet these aims, Steiner education offers a broadly based learning program balancing artistic, practical and academic activities, offering opportunities for ‘power, freedom and fun’- Glasser.

This holistic education aims to integrate the arts into traditional content. Steiner education curriculum can be seen as organically embodying Howard Gardner's multiple intelligences. Thus it is important to elevate diversity and difference and view each child as valuable and worthwhile. (Teacher Effectiveness training).

Human beings, through self-regulation, can learn to manage their own behaviour, and solve problems through good communication including active listening on the part of the teacher. Given the right support, students are capable of self directed learning. (Thomas Gordon).

“A moral foundation is laid when the individual is guided to the source whence he must draw the impulses which supply him/her with forces leading to ethical activity.”- Rudolf Steiner

"Education is always self -education, and as teachers and educators we are merely the environment in which the child is educating himself. We have to provide the most favourable environment so that the child will be able to educate himself according to his inner destiny", Rudolf Steiner


Steiner inspired education seeks to develop an inner mobility and subtlety in children to help them deal with the challenges of rapidly changing social structures and technology. Teachers must be dedicated to creating a genuine inner enthusiasm for learning in every child through powerful, imaginative and dynamic presentation, designed to make even apparently dry and prosaic subjects interesting and relevant. This method removes the pressure for competitive testing, placing and rewards. Motivation is encouraged to come from within in a similar way to Gardner's Multiple Intelligence Theory, which when applied, allows people to contribute to society through their own strengths.
Throughout Steiner education the perceived changes in the child's development and the crucial changes in student-teacher relationships determine the lesson content and teaching process. Rudolf Steiner repeatedly stressed that educational perpectives must 'arise from the nature of the growing child himself '
Here we see some similarities to Piaget's stages of development . Piaget realised that children were not miniature adults and that they go through four major developmental stages. The Rudolf Steiner curriculum is also based on four stages of development.
Both Piaget and Steiner emphasise the importance of play in children’s early learning (0-7). Both maintain that play enables children to develop their perceptual ability and intelligence and provides them with opportunity for socialization and experimentation with everyday reality.
Vygotsky was a contemporary of Piaget. Guided by Marxist principles, Vygostsky sociocultural theory of cognitive development focuses on how the culture of a social group, its shared beliefs, values, knowledge, skills and customs is transmitted to the next generation because children actively construct their knowledge through social interaction. Children “grow into the intellectual life of those around them”.-Vygotsky. Steiner also espoused that the range of skills that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.

To this end, honest communication between students and teachers is vital and will prevent misbehaviour- Gordon. Glasser tells us that all lasting psychological problems are relationship problems. By modelling positive and acceptable behaviours, teachers lead students to take effective control of their lives.

In the case of corrective discipline, apart from preventative stategies including the crucial effective classroom management and logical consequences, (Glasser/ Dreikurs), the model I would choose for deeper issues is the Restorative Justice Method.

"The need for imagination, a sense of truth and a feeling of responsibility – these are the three forces which are the very nerve of education."- Rudolf Steiner




References:

Edwards, C., Watts, V., (2004). Classroom Discipline & Management: an Australian Perspective. John Wiley & Sons : Australia
Rudolf Steiner Archive- http://www.rsarchive.org/


Wednesday, June 13, 2007

WHAT MAKES EFFECTIVE GROUP DISCUSSION


Four essential skills for effective group discussions are:

1. Asking questions- The key to all effective group discussion is framing the question in a manner that encourages participation of all members, and addresses the issues at hand.
2. Recognizing and using non-verbal cues.
3. Using active listening skills. Students need to be educated to value all contributions and allow for diversity in responses. Respect-all members are valued. WHEATLEY
4. Recording the group's work.

Other factors that are worthy of consideration are the group's physical configuration, for example a circle, arc, indoors v's outdoors, gender balance, diversity of participants- including age, experience, background, cultural interest and so on.
The teacher will model observe and intervene if required.

THINK/PAIR/SHARE- Better to pair randomly

Group Discussion = Riot/Chaos- a time waster

Recommended Reading: BECOMING AN EFFECTIVE TEACHER-By Tony Featherstone

posted by sallyd @ 6:25 PM 0 comments
EDUCATION FOR THE 21ST CENTURY-WORKING WITH GROUPS



MODEL OF EDUCATION IN VOGUE : CONSTRUCTIVIST EDUCATION



PIAGET- Children are not adults; children construct their own understanding of reality through trial and error. Piaget gave the example of his own daughter who was asked, 'what makes the wind'. The answer she gave was that 'the trees make the wind'. Then her father asked her what makes the wind on the water. This question required further contemplation and enhances the possibility of the child entering what Vygotsky was later to name the Zone of Proximal Development. A good teacher engages students by finding their current understandings and then giving them the opportunity to gather more information and integrate it into their current scheme of understanding. Piaget refers to knowledge as a scheme which can be modified and built upon.



VYGOTSKY- SOCIAL INTERACTION:Students need to have effective social interaction for good learning to occur. While an individual can build their own schemes, a person only really learns when they discuss an idea with another person. This requires that they question, think, ask, help and rethink. Their Scheme of Understanding is constantly developing. It is important to remember this in the classroom.

Group work and the classroom
For effective group work we need the following factors to be present
i) Three, four or five members only
ii) Positive Interdependence
iii) A clear set of specific student learning outcomes
iv) Recognition of the group
v) Interaction within the group
vi) Structuring the task
vii) Resources
viii) Post Group Reflection
ix) Assessment in groups

The social interaction in a classroom is provided by group work. This involves students collaborating in their learning. Your may remember the conditions required for a group to be able to function effectively. In summary these are
i) Appropraite Place
ii) Quality Time


Collaborative Learning Types
i) Pairs. This is very important and really needs to be taking place constantly in a classroom. The challenge for the teacher is to focus the students on discussion of the topic in hand. For it to be successful it is important that the pair have the sense of a common project, that they are solving a problem, that they are building knowledge. It is necessary to tap into this creative side of the individuals. They have to have a sense of working on a project together to find an original solution.
It is largely a waste of time to tell them to discuss what you have just been saying. What you have to do is throw out a challenging question or issue that they discuss in order to form an opinion or to find an answer. The need for a well prepared lesson including the preparation of good key questions is the key to success here.
Remember it is through their discussion, their social interaction that the learning occurs, that their Scheme of Understanding develops. They need to have a feedback mechanism for their solution to you the teacher and their fellow students. It is here that group work begins.

Think ---- Pair --- Share

ii) Group work.
One of the frustrations in group work is that only some individuals contribute. This is why it is important that you prepare well for group work.The technical word is scaffold learning. There are two proven methods to improve group work.

a) Think, pair, share
Here the students come to the group having thought about the issue and already discussed it with another person. We know that the most effective way to learn is to teach others. So when you are doing the think, pair, share activity make sure they know they have to teach their group. Do not put the pair in the same group. The students can then teach the students their ideas and then discuss gaining further insights.



b) Jigsaw Groups
We covered this earlier this semester. Check on your notes. But basically it is
a. Teacher nominates members of the group
b. Teacher allocates a number of tasks to each group
c) Group members allocate a task to each member
d) The group member becomes an expert on that task
e) The Experts from each group meet and discuss and gain further understanding
f) Members return to their group and teach the other members of the group.

Tutorial Activity
(Taken from Becoming an Effective Teacher, Tony Featherston)

Think, Pair, Share model for group work.

Prepare for a Think, Pair Share activity using the following Group Work Planning Sheet

Learning Outcomes:
How to conduct good group discussion in the classroom.

Goal/task:
Effective learning, Efficient time use
Sub-tasks:
What roles will members have?
What amount of time will be allocated?
How will people be kept on task?
What structure will the group take?

Group Members Role :
A 1 Leader Initiates- empowers others

2 Chairperson- Chairs group

3 Scribe- Documents

4 Resource Manager- Prepares and archives resources

5 Participants- Participate


Other factors for consideration:
How I will establish ownership of individual goals:
I will recognise groups that achieve by:
Specific group skills to focus on or build in this session:
Resources required:
Reflection conducted by:

Posted by sallyd at 4:05 AM 0 comments

GRAFITTI MODEL


What is the grafitti method of groupwork?

Posted by sallyd at 4:00 AM 0 comments

DREIKURS

The democratic Discipline model. Rudolf Dreikurs

Students should be given a choice rather than be forced to behave as directed.
Attaining recognition as a worthy, able individual in the group is central to personality and happiness.

This theory of classroom management is for pre adolescents. It is useful for year 7 and year 8. Some of the ideas are useful for older children.

This theory is based on the fundamental idea that
People are, basically, social in nature and, as such, have an innate drive to belong to a social group.

Principles of democratic discipline

1. Try to understand why a student is behaving in a particular manner
2. Allow students to have some say in decisions that effect them
3. Be a kind, responsible accepting person who models for students the behaviour that is expected of them.


Preventive Strategies

1. Offer encouragement on a regular basis
2. Focus on effect rather than achievement
3. Encourage in a way that highlights the value of learning
4. Classroom discussions are helpful in preventing discipline problems
5. Develop a positive relationship with students
6. Establish a relationship of mutual respect
7. Look for assets in each of the students
8. Have a flexible attitude towards students

Taken from a paper given out by Alan Coman.

Posted by sallyd at 3:57 AM 0 comments

GLASSER

GLASSER ON CLASSROOM MANAGEMENT

• Look to behaviour to find solutions
• Who do you have control over only your self
• Major focus is relationships and so need connecting habits not disconnecting habits
• All behaviour is purposeful.
• A students behaviour is an attempt to meet a biological or psychological need.

Sucessful teachers ask

“What is the purpose of the student’s behaviour?”
“How can I help this student learn a replacement behaviour?”

Behaviour is made up of these 4 components:
1. Acting
2. Thinking
3. Feeling
4. Physiology

Glasser suggests that we have considerable control or choice over the first two of these, and little ability to directly choose the latter two.

The choices we make in our thinking and acting greatly affect our feeling and physiology.

Choice theory posits that most mental illness is, in fact an expression of unhappiness and that we are able to learn how to choose alternate behaviours that will result in greater satisfaction.

Posted by sallyd at 3:49 AM 0 comments

BULLYING

Bullying is the intentional tormenting of others through verbal harassment, physical assault, or other more subtle methods of coercion such as manipulation. There is currently no legal definition of bullying.

In colloquial speech, bullying often describes a form of harassment perpetrated by an abuser who possesses more physical and/or social power and dominance than the victim. The victim of bullying is sometimes referred to as a target. The harassment can be verbal, physical and/or emotional.

Norwegian researcher Dan Owelus defines bullying as when a person is "exposed, repeatedly and over time, to negative actions on the part of one or more other persons." He defines negative action as "when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways."[1]

Bullying can occur in any setting where human beings interact with each other. This includes school, the workplace, home and neighborhoods. Bullying can exist between social groups, social classes and even between countries.

Bullying. No way! is created by Australia's educational communities:

Our challenge

Schools are among the safest places in the community for children and young people. But bullying, harassment and violence place students' safety in jeopardy.

This is an issue for our whole society because protecting children and young people is everybody's business.
We know…

* that bullying, harassment and violence occur in all schools communities.

We know…

* that schools can and do make a difference in creating the environments we would like.
* that we can make a positive long-term difference with understanding, informed planning and action, and collaboration among all groups within the school community.

We want…

* an education system for our young people that reflects care, respect, inclusion, diversity, cooperation and nonviolent resolution of conflict.
* to make a huge difference as individuals by working together to make sure that our school communities are places where everyone is safe, supported and respected.

We can …

* use the Bullying. No way! website. School communities around Australia – parents, staff, students and community members – can increase understanding about the issues, hear others' stories, find out about resources, and share strategies and success stories across the nation.

The issues

Making informed responses to bullying, harassment, discrimination and violence based on understanding of the issues helps us to create safe school communities.
Your rights

Everyone has the right to safety and respect. We also have the responsibility to help guarantee these same rights for others.
The behaviours

Understanding the role of power in relationships helps us to identify harmful behaviours and to develop a shared approach to these issues.
Deeper issues

Day-to-day relationships in the school community are influenced by underlying factors that maintain behaviours such as bullying, harassment and discrimination in society.
Creating change

Positive change incorporates support for individuals, fair and consistent expectations, and approaches that address the deeper issues and encourage wellbeing for all individuals, groups and the whole school community.
Where to now?

We know that school communities are addressing issues of bullying, harassment and violence. Social capital suggests ways to measure and benchmark these changes.

Posted by sallyd at 2:50 AM 0 comments

EMOTIONAL INTELLIGENCE

Emotional Intelligence, also called EI, often measured as an Emotional Intelligence Quotient or EQ, describes an ability, capacity, or skill to perceive, assess, and manage the emotions of one's self, of others, and of groups. However, being a relatively new area, the definition of emotional intelligence is constantly changing. Some psychologists, such as John D. Mayer (2005), prefer to distinguish emotional knowledge from emotional of EQ intelligence.

Self-report measures of EQ include the Emotional Intelligence Appraisal by Bradberry and Greaves, (2005c). The Emotional Intelligence Appraisal measures the four EQ skills from Daniel Goleman's model:
1. Self-awareness--knowing your emotions, recognizing feelings as they occur, and discriminating between them
2. Mood management--handling feelings so they're relevant to the current situation and you react appropriately
3. Self-motivation--"gathering up" your feelings and directing yourself towards a goal, despite self-doubt, inertia, and impulsiveness
4. Empathy--recognizing feelings in others and tuning into their verbal and nonverbal cues
5. Managing relationships--handling interpersonal interaction, conflict resolution, and negotiations

Posted by sallyd at 2:47 AM 0 comments

Tuesday, June 12, 2007
PAIN MODEL

The pain model was developed by Patrick Connor. It was envisaged to assist teachers who work with students who have extremely challenging behaviours, social problems and a lack of social skills. The base assumption of the pain model is that if students 'feel good' they will 'act good', and so adversely, if students 'feel bad', they will 'act bad'. Students who 'act bad' may be experiencing pain and be very unhappy. Punishment in these circumstances will only exacerbate the problem. The pain model works off the assumption that human behaviour is one way of communicating inner feelings. Here, it is essential for the teacher to build relationships, not control. By acknowledging the pain, the teacher begins the often slow process of developing a connection to the student; the first step to valuing that person. It must be assumed that students can govern themselves with assistance. Depending on their level of social skills, students can choose from a limited range of options, with the teacher as skilled communicator moderating the less skilled student and teaching them the appropriate way to behave. This model is resource intensive, requiring a completely new orientation to the 'problem'. The aim is to re-skill the student and reconstruct self esteem.

Posted by sallyd at 3:33 AM 0 comments

myexamblog


BOS-ICT

Mapping of Information and Communications Technologies in Revised Mandatory Stages 4 and 5 Syllabuses

ICT Skills Search the databaseThis mapping lists the Information and Communication Technologies (ICT) integrated within the outcomes and content of the new mandatory Years 7-10 syllabuses. The purpose of this mapping is to assist schools in planning their programming and units of work by providing an overview of where there are specific ICT references in each of the mandatory Stage 4 and 5 syllabuses.

The ICT statements listed for each subject are organised by Stage, then Outcome, and finally Content or other syllabus requirement.

As ICT has developed in recent years, many teachers have incorporated a range of technology experiences into the classroom and this has informed the development of revised syllabuses. All new syllabuses make some explicit statements about the ICT that is to be incorporated into teaching and learning. The mapping shows the opportunities that exist for students to develop skills in the use of ICT through the study of the mandatory curriculum in Years 7–10.

Examples of these include:

* Stage 4 Science, 'students learn to use a range of sources, including databases, CD-ROMs and the internet to access information.'
* Stage 5 PDHPE, includes statements such as 'Students learn to enter performance data into a prepared spreadsheet template, format and analyse with consideration of ethical issues, eg use, interpretation and publication of data'.
* Stage 4 Mathematics, 'students learn to interpret data displayed in a spreadsheet'.

Some of the ICT statements are quite precise in linking 'learn about' and/or 'learn to' content to teaching units and others may be implemented in a variety of contexts and in a range of teaching units.

The basic aims for ICT across the curriculum are to ensure that all students have the opportunity to become competent, discriminating and creative users of ICT, and that they are better able to achieve syllabus outcomes through effective use of ICT for enhanced learning. The revision of the Years 7-10 syllabuses has increased the opportunities for students to further develop ICT knowledge, skills and understanding related to their studies.

How to use this database

Select one or more subjects by clicking the tick-boxes, then choose whether you wish to see both Stages 4 and 5 outcomes, or either Stage 4 or Stage 5. Then click the Search button. From this page you may also download an Excel file of all the mapping of ICT skills in the mandatory Stages 4 and 5 syllabuses.

Click here to search the database.

Posted by sallyd at 4:19 AM 0 comments

MCEETYA

About MCEETYA

History
In June 1993, the Council of Australian Governments (COAG) amalgamated a number of ministerial councils in order to optimise coordination of policy making across interrelated portfolios. One of the combinations involved merging three previously existing councils – the Australian Education Council (AEC), the Council of Ministers of Vocational Education, Employment and Training (MOVEET) and the Youth Ministers Council (YMC) – to form the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA).
Membership

Functions and Responsibilities
The areas of responsibility covered by the Council are pre-primary education, primary and secondary education, vocational education and training, higher education, employment and linkages between employment/labour market programs and education and training, adult and community education, youth policy programs and cross-sectoral matters. This work is taking place in close interaction with the Ministerial Council for Vocational and Technical Education (MCVTE), which has specific responsibility for many aspects of vocational education and training.

Posted by sallyd at 4:12 AM 0 comments

THE ADELAIDE DECLARATION

The Adelaide Declaration on National Goals for Schooling in the Twenty-first Century

Goals
1. Schooling should develop fully the talents and capacities of all students. In particular, when students leave school, they should:
1.1 have the capacity for, and skills in, analysis and problem solving and the ability to communicate ideas and information, to plan and organise activities, and to collaborate with others.
1.2 have qualities of self-confidence, optimism, high self-esteem, and a commitment to personal excellence as a basis for their potential life roles as family, community and workforce members.
1.3 have the capacity to exercise judgement and responsibility in matters of morality, ethics and social justice, and the capacity to make sense of their world, to think about how things got to be the way they are, to make rational and informed decisions about their own lives, and to accept responsibility for their own actions.
1.4 be active and informed citizens with an understanding and appreciation of Australia’s system of government and civic life.
1.5 have employment related skills and an understanding of the work environment, career options and pathways as a foundation for, and positive attitudes towards, vocational education and training, further education, employment and life-long learning.
1.6 be confident, creative and productive users of new technologies, particularly information and communication technologies, and understand the impact of those technologies on society.
1.7 have an understanding of, and concern for, stewardship of the natural environment, and the knowledge and skills to contribute to ecologically sustainable development.
1.8 have the knowledge, skills and attitudes necessary to establish and maintain a healthy lifestyle, and for the creative and satisfying use of leisure time.

2. In terms of curriculum, students should have:
2.1 attained high standards of knowledge, skills and understanding through a comprehensive and balanced curriculum in the compulsory years of schooling encompassing the agreed eight key learning areas:

* the arts;
* English;
* health and physical education;
* languages other than English;
* mathematics;
* science;
* studies of society and environment; and
* technology.

and the interrelationships between them.
2.2 attained the skills of numeracy and English literacy; such that, every student should be numerate, able to read, write, spell and communicate at an appropriate level.
2.3 participated in programs of vocational learning during the compulsory years and have had access to vocational education and training programs as part of their senior secondary studies.
2.4 participated in programs and activities which foster and develop enterprise skills, including those skills which will allow them maximum flexibility and adaptability in the future.

3. Schooling should be socially just, so that:
3.1 students’ outcomes from schooling are free from the effects of negative forms of discrimination based on sex, language, culture and ethnicity, religion or disability; and of differences arising from students’ socio-economic background or geographic location.
3.2 the learning outcomes of educationally disadvantaged students improve and, over time, match those of other students.
3.3 Aboriginal and Torres Strait Islander students have equitable access to, and opportunities in, schooling so that their learning outcomes improve and, over time, match those of other students.
3.4 all students understand and acknowledge the value of Aboriginal and Torres Strait Islander cultures to Australian society and possess the knowledge, skills and understanding to contribute to, and benefit from, reconciliation between Indigenous and non-Indigenous Australians.
3.5 all students understand and acknowledge the value of cultural and linguistic diversity, and possess the knowledge, skills and understanding to contribute to, and benefit from, such diversity in the Australian community and internationally.
3.6 all students have access to the high quality education necessary to enable the completion of school education to Year 12 or its vocational equivalent and that provides clear and recognised pathways to employment and further education and training.

Reference-
http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for_schooling_in_the_twenty_first_century.htm
Date retrieved-10th February 2007

posted by sallyd @ 2:56 PM

Posted by sallyd at 4:10 AM 0 comments

CURRENT TRENDS IN SCHOOLING IN AUSTRALIA

The Adelaide Declaration established national goals for Australian schooling in the 21st Century. The model established by MCEETYA in 1999, is the current document upon which State generated its own framework for learning in schools.
Until recently Queensland was leading the way with their productive pedagogy model based on:-
Problem Based Learning-(Constructivist model)
Higher Order Thinking-(Bloom’s Taxonomy)
Deep Learning- (Critical Reflection)

In N.S.W document development for K-12 is managed by the Board of Studies which became a separate entity from the department of Education.
In NSW this new direction was set down in the document titled “Quality Teaching.”
(i) Pedagogy that promotes high levels of intellectual quality
(ii) Pedagogy that establishes a higher quality learning environment
(iii) Pedagogy that generates significance by connecting students with the intellectual demand of their work.
This approach is based on socio-cultural perspectives that recognize that children are active participants-
(Constructivist Learning)

Posted by sallyd at 4:09 AM 0 comments

JIGSAW

JIGSAW METHOD




History of the Jigsaw
An Account from Professor Aronson

The jigsaw classroom was first used in 1971 in Austin, Texas. My graduate students and I had invented the jigsaw strategy that year, as a matter of absolute necessity to help defuse an explosive situation. The city's schools had recently been desegregated, and because Austin had always been racially segregated, white youngsters, African-American youngsters, and Hispanic youngsters found themselves in the same classrooms for the first time.

Within a few weeks, long-standing suspicion, fear, and distrust between groups produced an atmosphere of turmoil and hostility. Fist-fights erupted in corridors and schoolyards across the city. The school superintendent called me in to see if we could do anything to help students get along with one another. After observing what was going on in classrooms for a few days, my students and I concluded that inter-group hostility was being fueled by the competitive environment of the classroom.




Jigsaw in 10 Easy Steps

The jigsaw classrom is very simple to use. If you're a teacher, just follow these steps:

1. Divide students into 5- or 6-person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability.

2. Appoint one student from each group as the leader. Initially, this person should be the most mature student in the group.

3. Divide the day's lesson into 5-6 segments. For example, if you want history students to learn about Eleanor Roosevelt, you might divide a short biography of her into stand-alone segments on: (1) Her childhood, (2) Her family life with Franklin and their children, (3) Her life after Franklin contracted polio, (4) Her work in the White House as First Lady, and (5) Her life and work after Franklin's death.

4. Assign each student to learn one segment, making sure students have direct access only to their own segment.

5. Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it.

6. Form temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.

7. Bring the students back into their jigsaw groups.

8. Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification.

9. Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.

10. At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.



Content Copyright 2000-2007, Elliot Aronson
Web Site Copyright 2000-2007, Social Psychology Network

Monday, June 18, 2007

EXAMINATION ED4238 Question 2.

EXAMINATION ED4238
Question 2.

The best classes are those where students are motivated to learn. Such lessons have included in their learning structure the best learning theories.
How would you structure a lesson so that students are really engaged in their learning? Explain the learning theories that would underpin your approach.



Students will be motivated if they feel safe, secure, and that they belong (Hanson 1998)

A central tenant of Glasser’s Choice Theory is the belief that we are internally, not externally motivate. According to Glasser, we are driven by five genetic needs: survival, love and belonging, power, freedom, and fun. Glasser’s 'hierarchy of needs' is a useful starting point for thinking about what may be motivating student's behaviour, also leading us to look at what is happening in the classroom rather than at the individual student's behaviour. Motivation in education and student behaviour will come about through changing the way classrooms function rather than trying to change the students' behaviour. Lessons can potentially become boring if students are not engaged and at the same time expected not to misbehave. Glasser says this is like asking someone who's sitting on a hot stove to sit still and stop complaining. I like the way Glasser suggests that a key way of changing the traditional classroom function is to move away from "boss" teaching to "lead" teaching, giving students much more responsibility, independence and choice about the things they do (eg what they study and how).
Glasser’s approach recognizes that each student is different and will therefore have different learning styles; each student is an individual who has free choice. This helps teachers change their outlook on how to motivate student effectiveness as it helps teachers see students as individuals. For example, if a student is lacking power, devise classroom strategy that addresses this deficit. A lack of fun could call for a greater sense of play in the classroom.
The main focus of Rudolf Dreikurs’ educational theory was on establishing a learning environment which would be democratic in nature and give students a sense of belonging. Mutual trust between student and teacher was emphasized, evolving from a variety of practices, including group discussions about class concerns; a democratic classroom and teaching style; helping students gain a sense of belonging and social interest: a condition in which students come to see that it is to their advantage to contribute to the welfare of a group.

Dreikurs model is an ideal one for enhancing student empowerment and motivating students. Dreikurs’ model promotes a democratic classroom that has a friendly and inviting nature, opportunities for leadership, co-operation, acknowledgement, guidance, encouragement and shared responsibilities; helping students become self-disciplined.

Classroom management is a key ingredient for creating a positive learning environment. In regard to techniques for best results, personal motivational forces and actual behavior are very important- the only way to know how motivated your students are is to observe and manage their behavior. Knowing your students is essential to a successful lesson, including prior knowledge of what students have learnt.

Howard Gardner has identified different kinds of intelligence we possess. This has particularly strong ramifications for structuring lessons, if we can identify children's different strengths among these intelligences, we can accommodate different children more successfully according to their orientation to learning. Gardeners multiple intelligences can be catergorized into 3 broad domains-Analytic Domain, Interactive Domain ,Introspective Domain. Every lesson should include engaged and meaningful contact with a broad spectrum of classroom methods and activities.

In 1956, Benjamin Bloom lead a team of educational psychologists who developed a classification of levels of intellectual behaviour important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level. Bloom's 5 levels of taxonomy aim to order cognitive activity from very simple to highly complex. When using Bloom’s taxonomy we aim for the top- synthesis and evaluation; asking key questions which lead to higher order thinking.

Vygotsky introduced us to the Zone of Proximal Development-ZDP. Vygotsky said : “Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.”
Each lesson must begin with something that will engage all students so it is essential for the teacher to find out what their interests are and make sure you have something to engage them. We must connect to the students. This sets up a working relationship between student and teacher and brings the student into a social relationship with the class. This helps them have a sense of belonging- they must be included and be given attention. Vygotsky (1978) states: “All the higher functions originate as actual relationships between individuals." (p57). It is important to make sure group work is included in the lesson. Think, pair, share; Jigsaw; and Grafetti methods are all relevant.

Piaget tells us that students construct their own knowledge. Piaget’s theory suggests teachers must plan a developmentally appropriate curriculum that enhances their students' logical and conceptual growth. Teachers must emphasize the critical role that experiences and interactions with their surrounding environment play in student learning. For this reason teachers must include activities which are constructive.

It is the task of the teacher to design learning experiences and develop effective leadership strategies that promote motivation for all learners. Teachers must acquire verbal encouragement techniques that reduce student risk and reinforce student effort. By discovering how meaningful work and achieving goals supports all types of learners, teachers will be much better placed to motivate students. Teachers can give affirmation, take time for reflection – Hattie believes feedback to students is a key to motivation.

The social theory developed by Durkhiem and Bourdieu concede that motivation to learn is also influenced by habitus -'those aspects of culture that are anchored in the body; or, daily practices of individuals, groups, societies and nations. It includes the totality of learned habits said to "go without saying" for a specific group.' - Marcel Mauss. This includes school culture.


Finally, be sure to include Board of Studies requirements when planning a lesson. Every lesson should be embedded to address the 3 areas of outcomes: knowledge, skills, values and attitudes, and that all outcome are being addressd.

Resources:
Developing the Lesson, by Alan Coman

Sunday, June 17, 2007

EXAMINATION ED4238 Question 3.

EXAMINATION ED4238
Question 3.

Bullying is a problem in many schools and classes. Describe how you would use the restorative justice model to deal with an incident in class where a student is being pushed, name called and excluded from the group.

Restorative Justice is a system that was developed in order to address social problems in an educative and socially responsible manner.
In the case of a student who is being pushed, named called and excluded my would first step would be to support and acknowledge the victimised person. They need to have identified and acknowledged that he/she is being bullied and told that it is not okay and that measures will be taken to remedy the situation. They also need to be reassured that the approach advocated would work and that the problem will not get worse by acting upon the situation. It would be important at this stage to explain the proposed process and collect information on the impact of the bullying or harassment.
The next step would be a preliminary investigation to clearly understand the issues before the process is implemented.
The method I would choose to implement would depend on the personalities concerned. If the perpetrator were themselves bullying due to having been victimized in some way, I would probably choose the more oblique no blame method. I think this approach could be very powerful for a student who is sensitive and suffering self-esteem problems. If, on the other hand, the bully were more assertive and self-assured, I would choose the method of shared concern as a more direct approach.
Supposing we chose the method of no blame, the next step would be to find a balanced group of peers that included the perpetrator plus others who have witnessed the bullying but not acted to prevent it, and supporters of the victim. Once the group has been established a structured meeting would be held, excluding the victim, but inclusive of the other representative groups. The aim of this meeting is to develop shared responsibility without blaming the perpetrator, and to facilitate suggestions for solving the problem. The solution should be encouraged to be a shared action plan and a date and time should be set for a subsequent meeting to discuss and review developments. Once again, this second meeting does not include the victim. Daily meeting and contact with the victim and respectful observation of the perpetrator are necessary at this stage to monitor progress and create a safe and reassuring environment for all person concerned.
I would try to follow up this situation up by devising an in class activity aimed at valuing both victim and perpetrator. If appropriate I would have them work together or in a group situation in class. I would also try to introduce relevant content and facilitate group discussion that dealt with similar issues as had been experienced in this situation, for example feelings of alienation or exclusion. Depending on the age group I may tell a veiled story to illustrate the potentially harmful developments that may arise from such actions, although I would be mindful of a redemptive ending!

EXAMINATION ED2135 Question 2

EXAMINATION ED2135
Question 2

Explain the principles that are basic to assessing, measuring and evaluating student progress in an area of development in your main teaching area.

The central purpose of assessment is to provide information on student achievement and progress and set the direction for ongoing teaching and learning. DET

The principles of assessment for learning provide the criteria for judging the quality of assessment materials and practices. They appear below as they do in each of the syllabuses on the BOS website.

Assessment for learning:

* emphasises the interactions between learning and manageable assessment strategies that promote learning
* clearly expresses for the student and teacher the goals of the learning activity
* reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark
* provides ways for students to use feedback from assessment
* helps students take responsibility for their own learning
* is inclusive of all learners. BOS


Assessment occurs in the area of year 7-10 Visual Art as an integral part of learning and is fundermental to teaching, in keeping with the new Years 7-10 syllabuses advocating assessment for learning. We know that teacher instruction, feedback and assessment influence student learning and performance. This integrated approach helps students recognise the standards for which they are aiming (students are given explicit details of syllabus outcomes and the assessment processes to be used, including task weighting), they can set goals and improve their learning processes.
‘Assessment for learning gives students opportunities to produce work that leads to development of their knowledge, understanding and skills. Teachers decide how and when to assess student achievement, as they plan the work students will do, using a range of appropriate assessment strategies including self-assessment and peer assessment.’ -BOS
Feedback help teachers and students determine the next phase of learning, including whether further consolidation of key concepts need revision before advancing. ‘Feedback usually occurs though good teaching practice, mostly in an informal manner. Teachers should consider the effect that assessment and feedback have on student motivation and self-esteem, and the importance of the active involvement of students in their own learning’.-BOS

It is important to include a wide range of assessment stategies that are balanced, comprehensive and varied. Ideally this should engage the learner and may include performances assessment,
including everyday teaching and learning activities such as case studies, assignments, presentations. Our students create a ‘body of work’ BOW. This is essentially a portfolio of student work samples. The ‘BOW’ has a clear intent and purpose that is linked to the various syllabus outcomes. Individual checklists, including timelines and self-checklists facilitate Peer and Self Assessment strategies which contribute significantly to the learning process.The Visual Arts Process Diary, VAPD requires students to reflect on their learning and to document their art making processes. The VAPD is most effective when students are engaged in the learning process and have a clear understanding of the intended learning outcomes and how they will be assessed. Effective and informative reporting of student achievement takes a number of forms including traditional reporting, student portfolios, Basic Skills Tests, parent and student interviews, annotations on student work, comments in workbooks, certificates and awards.


As teachers progress through the programming process, it is important to reflect on previous steps and evaluate the degree to which the unit has remained focused on the outcomes. After the unit has been implemented, it is also necessary to evaluate the degree to which students have progressed as a result of the experiences and what should be done next to assist them in their learning. BOS

Student achievement progress can be reported by comparing:

* the students' work against a standards framework of syllabus outcomes
* the students' prior and current learning achievements
* the students' achievements with those of other students.

Reporting can involve a combination of these methods.

In recent years teachers in New South Wales government schools, as part of a curriculum shift to an outcomes-approach to teaching and learning, have embraced a wide platform of assessment and reporting practices. As part of the move to an outcomes-approach, schools will need to review aspects of their current assessment and reporting policies and align them with a standards framework. The norm-referenced assessment practices used in schools will need to be reconsidered and integrated with an outcomes-approach to assessment. Parents and industry have recognised that schools need to do more than merely rank students from the highest to the lowest achievers. Classroom assessment and reporting practice is a key element in an outcomes-approach to the curriculum. Schools are being asked to assess and report on what students actually understand, know and can do.

An outcomes-approach that clearly defines expected learning provides a much stronger focus for higher quality curriculum, assessment and reporting processes than we have ever had before. An outcomes-approach to assessment will provide information about student achievement to enable reporting against a standards framework. A Standards Framework involves staged syllabus outcomes against which student achievement and progress can be compared.
The assessment strategies employed by the teacher in the classroom need to be directly linked to and reflect the syllabus outcomes. Syllabus outcomes in stages will describe the standard against which student achievement is assessed and reported.-DET

References:
Principles for Assessment and Reporting in NSW Government Schools, http://www.schools.nsw.edu.au/learning/k-6assessments/principles.php
Board of Studies website,
http://www.schools.nsw.edu.au/learning/k-6assessments/principles.php

EXAMINATION ED 2135 Question 4.

EXAMINATION ED 2135
Question 4.
The Board of Studies provides essential educational resources for Australian teachers and students. Locating this website is easy, simply type BOS into any search engine. Navigating the website is also very simple. In the top head bar of the home page there is a link to the website index. Here every main page on the website is listed. There is also a search button with a link to a customer liaison unit on this page, if what you are looking for does not appear. Probably the simplest and most commonly used option is to go to the options bar on the left hand side of the home page and scroll down to view the main pages listed. All N.S.W Syllabuses are available, and as these are absolutely essential to your teaching area a teacher should be thoroughly familiar with their applicable documents.
The NSW Syllabus document have been developed within the parameters set by the Board of Studies NSW in its K–10 Curriculum Framework. This framework ensures that K–10 syllabuses and curriculum requirements are designed to provide optimal educational opportunities. These documents are essential for programming. In each syllabus document there is extensive advice for teachers. Information on teaching of children with special needs, including a teacher’s legal obligations as well as suggestions for reporting and assessment in cases where the student may be disadvantaged by traditional standards is to be found. The Rationale of each KLA as well as the Aim of the syllabus is overviewed, as are the Objectives and Outcomes. Course Content is stipulated as is Life Skills Outcomes and Content. Each stage within each area of study is given a separate outcome overview, such that the teacher has a picture of the Continuum of Learning in Visual Arts K–10. Cross-curriculum content is outlined, including the integration of ICT into the Visual Arts course; Aboriginal and Indigenous content and Civics and Citizenship exploration that is required to be undertaken.
In the area of Visual Arts weighting is specified in regards to art making and art theory. Mandatory Visual Arts diary processes are explained. Inclusively, syllabuses also contain invaluable information on Assessment and Reporting.
A Visual Arts support document is provided titled Advice on Assessment and Reporting. This is an invaluable document as it contains sample units of work including lesson content. Sample assessment and reporting are also featured, including choice of assessment strategies.
The sample units of work identify the outcomes that will be addressed in the unit, show how to decide on the focus of the unit of work, decide on the evidence of learning that will be required, how students will demonstrate learning in relation to the outcomes and how this evidence will be gathered and recorded. They also select the relevant syllabus content for the identified outcomes relating to the knowledge, understanding and skills that students will develop as well as plan the learning experiences and instruction, and identify the assessment for learning strategies that will provide the evidence of learning, checking that:a range of assessment strategies is used, meaningful feedback in a variety of forms can be given to students and opportunities are provided to reflect on student progress and modify future learning experiences accordingly.

When planning a lesson in the area of Visual Art 7-10, once thoroughly familiar with the syllabus and the support documents, the next place I would visit is The Assessment Resource Centre, an excellent support resource for teachers to develop their professional practice in relation to assessment and reporting of student achievement from Years K to 12. Here work samples are provided to assist teachers to consistently report student achievement against standards when using grades A to E or equivalent. Performance descriptors are explained and several examples are given for each grade. Teachers are also able to view a range of assessment activities for Visual Arts. This can be really helpful and inspiring when preparing a series of lessons. It helps you to determine the calibre of expectations required for each stage, as well as providing a window into what other people are doing in the world of art making- so fundamental to today’s art making world of continuous connectivity.
In the ‘What’s new’ link official announcements are posted. This page has the BOS official notice stamp and is also able to be found under the Board Bulletin link on he left hand side of the home page. This is a must stop page for all teachers to keep abreast of changes, amendments or developments in their subject area as well as in general. There is an option at the bottom of the page to receive an email every time a news item is published.
In summary I would have to say that the BOS website is an extensive resource that provides essential information regarding programming and direction for lesson content. The more familiar you become with this site, the easier it is to navigate and extract really useful information.

Resources:
Board of Studies Website

Friday, June 15, 2007

EXAMINATION ED2135 Question 3.

EXAMINATION ED2135
Question 3.

Provide an analysis of how you would provide for the diversity of learning styles and ensure that deep learning occurs in all students when teaching a lesson.


"The quest for knowledge is the result of innate curiosity in everyone. Find a way to nurture this drive in children, and they will consume knowledge as a thirsty person drinks water." –Greg Henry Quinn, 365 Meditations

Educators looking for ways to provide for the diversity of learning styles can find a wealth of inspiration in Howard Gardner's theory of multiple intelligences. According to Gardner, we possess not one but multiple intelligences. Gardener postulated that children learn best when their entire range of capability is addressed and when multiple connections are encouraged in a balanced way. For deep learning to occur students require engaged and meaningful contact with a broad spectrum of classroom methods and activities.

Gardner's model of multiple intelligences provides a solidly grounded structure that can be used in designing a full-spectrum learning environment for students. Because each child possesses all intelligences, a truly integrated curriculum can be developed to address every intelligence in a balanced way. In my experience, each student has a unique way of emphasizing certain intelligences over others. It is therefore the task of the teacher to find a way to recognise and enhance these intelligences through a variety of educative experiences. As there are bound to be a broad range of learning abilities and styles, I would suggest that the classroom is set up to cater to this diversity. As a teacher in a school interested in a truly holistic education, I would suggest that all teachers brainstorm strategies to appeal to a diverse range of intelligences, including designating a specific area in the classroom for each of the intelligences. For example, each classroom might include a library (linguistic), a math/science lab (logical-mathematical), films, slides, videos, diagrams, charts, maps, art supplies, cameras, telescopes, graphic design software, three-dimensional building materials, optical illusions, visualization activities, and drafting (spatial), a carpeted open space, (bodilv-kinesthetic), a listening/performing centre, including musical instruments, earphones, computerized sound systems and CDs (musical), a group discussion table, cooperative learning, interactive software, Internet, group games and projects, discussions (interpersonal), a quiet retreat area, for example a loft, diaries and journals, meditation, and self esteem activities (intrapersonal), and an ecology area, access to animals and nature (naturalist).

In an art lesson we aim to enrich each students' learning experience by creating a classroom climate that supports all eight of Howard Gardner's multiple intelligences. Initially we must discover the student’s multiple intelligences profile. This can be done at a high school level with student involvement and can be a fun and engaging activity. There are numerous online resources to facilitate the initial analysis of their learning style. Sometimes I have students do research on a particular topic that they are then asked to present to the class in their ideal chosen manner. Students need to consider resources and if applicable write the directions for an activity they would like to do in class.

Wherever possible I like to appeal to a range of senses when presenting new information. It may be possible for students to see it, hear it, taste it, smell it, touch it, and feel it. Students are encouraged to approach a problem in many different ways, to engage in critical reflection, to embrace ‘mistakes’ as an opportunity to learn. I always say to students that out of a potential of 100% for getting the answer ‘right’, there is always another 10% for getting the answer ‘wrong’, documenting the process, and going on to overcome and triumph over their obstacles. This in turn should create an environment where there is a tolerance for mistakes, which could also have wider, positive social implications.
I like to offer practical meaningful experiences. Often students create their own useful inventions; or work on an existing design brief for a real client. We also like to make a regular exhibition of student works, where everyone is involved and represented. Connecting learning to potential careers is also important in my area of teaching. We often have practicing artists come to the school to showcase their practices or take students to visit artists studios. Artist’s in residence is another area for student exploration of learning. Field trips and excursions can provide students with opportunities for bodily-kinesthetic learning and sustained engagement where deep learning can also occur.

Often we will warm up to a activity with a design challenge allowing students to flex their brains and encouraging students to "think out of the square.”

The task of the teacher is to motivate all learners such that they enjoy learning experiences and approach learning willingly because they view it as personally significant. This is when deep learning can occur.

Designing a motivating classroom requires specifications facilitating motivation among all learners by firstly finding out what motivates them and then setting up the classroom accordingly. Students must feel safe, respected in their diversity, received in their ability, encouraged in a way that is respectful, and have a certain autonomy to achieve their goals. Their work must be purposeful and worthwhile and they need to have a degree of success as well as a feeling that the learning is fun.


.
"The trick is to create an environment that's purposely planned — and then step back and observe how the students are thinking. The planning takes a lot more time than moving from page to page in a textbook, but the reward is in the creativity." –Marian Peiffer, Educator

EXAMINATION 4238 Question 1.

EXAMINATION 4238
Question 1.

William Glasser bases his management of children in the classroom on the meeting of their 5 basic Drivers. Explain how you would act in a classroom to ensure that the 5 drivers in Year 9 students are met and thus allow effective learning to take place.

Answer 1.
This classroom would have to take a constructivist approach . I envisage active, engaged learners, an enthusiastic teacher and a myriad of opportunities for the children to learn with and from each other, using quality resources. Hattie’s research discovered that the greatest variance in a student’s ability to achieve n their potential, regardless of their initial ability, was in fact the teacher! So here is how I would go about ensuring that the basic drivers of year 9 were met in the classroom.


Love belonging and acceptance
- Live by example. Teenagers hate hypocrisy. Walk the talk! The classroom would be orientated in such a way that the the students would feel welcome and understood creating a mood that is authentic and loving. Communication and respect are paramount to a successful classroom. By the teacher appropriately sharing their quest for learning, struggles and failures as well as hopes, achievements and questions, the relationships develop trust. This ideal learning space gives students a sense belonging, like a nest, a 'sense of place' - an identity, this is something all communities need, and indeed it can be argued that a principle cause of alienation, crime and dysfunction is the loss of this sense of identity. By nurturing respect and responsibility in a teaching/learning situation our ability to solve problems increases. These relationships “become effective” and lay the basis for a teacher to support students in making right choices in relation to their behaviour.



Personal power competency and achievement
- Today's learners are strong individuals who need to be empowered to find their own paths. They need to be anchored in a secure sense of self in order to determine their optimal ways of learning. All intelligences must be catered for and given recognition. In an atmosphere of mutual respect and support, individual power and freedom enrich the learning potential of students.
I would negotiate boundaries based on common sense and negotiate logical consequences should these boundaries be transgressed.


Survival safety and security
- An ideal learning space gives students a sense of home, it offers security and orientation, This is a trusting, safe learning environment where risks are taken and where intellectual boundaries are constantly pushed. The idea is not to actually MAKE them do things but strive to organise it that they arrange, plan and do it themselves.


Freedom, independence and autonomy-
Allowing students, step by step, to consciously recognize the balance between freedom and responsibility. Support them in increasing their levels of self-responsibility with maturation.
Cooperation is essential to successful education. Help students work hard and willingly journey with the teacher towards ever new goals as this will promote quality in school work. Students are given various response options to tasks set in acknowledgment of their multiple intelligences.
“There are two lasting bequests we can hope to give our children.
One of these is roots, the other, wings.” Hodding Carter

Fun and Learning- 'Expert teachers are proficient at creating an optimal classroom climate for learning. ' Hattie
Rejoice! Acknowledge achievements, and positive behavior. Enjoy the time you get to spend with your students. Also acknowledging when you are tired or burnt out and taking necessary steps to revive. I would strive for a learning environment that was relaxed and creative, active and receptive to new experiences.


This model helps teachers develop effective relationships whilst promoting a high degree of autonomy and resposibility for students. If difficulties arise the teacher must first ask “ What is the purpose of the students behavior? and “How can I help the student learn a replacement behavior.” This is based on the premise that the only person whose behavior we control is our own.
Rudolf Steiner asserted- "KNOW THYSELF"- , and in doing so you learn to understand the world around you, including your students.

EXAMINATION ED2135 Question 1.

EXAMINATION ED2135
Question 1.
Describe how you would go about selecting and applying a range of instructional stategies and resources to a lesson in your main teaching area.

“What children learn depends not only on what they are taught but also how they are taught, their development level, and their interests and experiences.... These beliefs require that much closer attention be paid to the methods chosen for presenting material..."

Understanding the Common Essential Learnings,
Saskatchewan Education, 1988. (p.10)


Instructional methods
advocate the approach a teacher may take to achieving learning objectives. Piaget is known as the grandfather of constructivism in education. Piaget said children construct their own knowledge through trial and error and that a good teacher engages students by finding their current understandings and then giving them the opportunity to gather more information and integrate it into their current scheme of understanding.

Instructional stategies are used by teachers to create learning environments and to specify the nature of the activity in which the teacher and learner will be involved during the lesson, including the resources that may be required.
When I am planning to teach an art lesson I choose the strategies I see as best able to motivate students and therefore engage them in deep learning, as outlined in Bloom’s taxonomy. When planning a lesson I am always thinking of various instructional methods that will best suit particular student’s learning styles, inspired by Gardener.
The selection of a particular strategy will be determined by a number of factors, including the purpose for instruction; student's prior knowledge ; procedures required to achieve the objectives for instruction; class size; lesson duration; necessary resources and available resources eg. access to ICT. Downes, Simmens postulated that open access to information, communication and technology resources is a great way for students to feel connected in their learning and not limited by mitigating factors like geographical location. Here it is also important to consider the school culture and the conventions of the learning environment. I am lucky to teach in a school that allows a large range of autonomy when choosing instructional methods and extensive access to resources. This is supported by the theorists Durkhiem and Bourdieu who talk about Habitus as a major factor in student motivation.I also work with the personal theory that students create their own resources, and that perfectly balanced constructivist lessons can be created with any amount of resorces.


The direct instruction strategy is effective for developing step-by-step instructions or providing specific information. It also works well for actively involving students in knowledge construction or introducing new teaching methods. I may wish to give a structured overview of the lesson or course content using guided and shared activities including reading, listening, viewing, thinking and a demonstration
.
Similarly, instructional skills are the most specific category of teaching behaviours. They are necessary for indicating procedures and structuring appropriate learning experiences for students. A variety of instructional skills and processes exist, including explaining, questioning, demonstrating and wait time.

Both Glasser and Dreikurs tell us that teacher leadership is an essential component to learning environment, advocating the lead teacher model, using non- assertive discipline. In contrast, Cantor and Skinner promote the push reinforce model of teacher leadership, which in my opinion is to to be avoided at all times.

In contrast to the direct instruction strategy, I may activate indirect instruction that is mainly student-centered, seeking a high level of student involvement in observing, investigating, drawing information from various material, or forming hypotheses. Here the students' interest and curiosity are piqued, often encouraging problem solving, reflective discussion, concept formation and further enquiry.

Independent study may be required as purposefully provided instructions to foster the development individual student initiative, self-reliance, and self-improvement. Independent study may include learning in partnership with another individual or as part of a small group. It should always be planned independent study by students under the guidance or supervision of a classroom teacher. Here the students could create a blog or online journal, do extension correspondence lessons or seek mentorship from a practicing artist in our local community or the e-community. (Downes, Simmens)


A lot of students are motivated by interactive instruction. Students can learn from peers and teachers to develop social skills and abilities, through discussion and sharing ideas they learn to organize their thoughts, and to develop rational arguments. Vygotsky introduced us to the zone of proximal development, and provided research to indicate that students learn through social interaction.`



The interactive instruction strategy allows for a range of groupings and interactive methods, including Think, Pair, Share; Conferencing; Interviewing; Jigsaw and Grafetti Method. Here the teacher must outline the topic, set the amount of discussion time, specify the reporting or sharing techniques and most essentially the composition and size of the groups. The success of the interactive instruction strategy is heavily dependent upon the expertise of the teacher in structuring and developing the dynamics of the group. Interactive instruction requires the refinement of listening , observation, , interpersonal skills and abilities by both teacher and students.


Often in the art room practical lessons are build upon the experiential learning stategy. This method is learner centered, and activity oriented. The emphasis here is on the process of learning and not on the final product. The students participate in the activity, they share their experience with others and receive feedback, essential as a motivation for learning-Hattie; they then analyse and develop stategies to develop new practices.. One important aspect of this method is personalized reflection about their experience which we document in their Visual Arts Process Diary.

In summary it could be said that to manage a classroom effectively, a variety of instructional strategies is essential for teachers. Understanding human growth and development, as well as issues of students’ cognitive ability and cultural diversity, is essential for laying the foundation of an effective and positive learning environment. Students learn through different modalities, styles, and a variety of multiple intelligences, (Gardner). Following Hattie’s Principles of an expert teacher, positive reinforcement, deep knowledge of subject area and personal attention to each student are important . Using the critical reflection process to review lessons, instructional strategies will continually be refined and developed. Selection of resources will enhance a positive learning environment and compliment instructional stategies.


"The last decades of research in human learning have presented new insights into the ways that learners are active in constructing their own understanding. Constructivist learning theories have shown the limitations of viewing 'learning' as something we can 'give' to students that they will 'receive' or learn in exactly the same form, at exactly the given time."

Classroom Curriculum Connections: A Teacher's Handbook for Personal-Professional Growth
Saskatchewan Education, 2001. (p. 30)

References:
http://olc.spsd.sk.ca/DE/PD/instr/index.html

Wednesday, June 13, 2007

MY BLOGS

http://year12eurotour2007.blogspot.com/

http://mylessonplan.blogspot.com/


http://medievalhistory8.blogspot.com/


http://myexamblog.blogspot.com/

http://ed4238.blogspot.com/


http://impt2007.blogspot.com/

http://renaissancehistory9.blogspot.com/


http://goconstructivism.blogspot.com/

CLASSROOM MANAGEMENT

The Critical Role of Classroom Management

JACOB KOUNIN

Whom are we talking about: Jacob Kounin is a classroom management theorist. He based his work on that of Glasser. Kounin began as an educational psychologist at Wayne State University in 1946. Prior to Kounin, most people felt as though discipline and instruction were separate entities. Many thought that teaching was only helping students learning information and skills. Discipline was how a teacher kept the students working, paying attention, and maintaining proper behavior. Kounin worked to change this view and to integrate teaching and discipline.

Tuesday, June 12, 2007

CRACKED THE CODE


Hi Sally

cheers

Akash

EXAMINATION 16TH JUNE 2007

A.M EXAM: Classroom management and the Principles of Teaching
1 page mind map on classroom management
Emotional Intelligence
Dreikurs
Glasser
Restorative Justice
Pain Model
Bullying


P.M EXAM: 2 hours 10 minutes
Assessment
Group work
How to plan a lesson (see Alan's notes)
BOS-Special education, (not sure if I actually just imagined that one !)
BOS- ITC-know how it is integrated over KLA's
Adelaide declaration
and Ministerial Council for Employment, Education, Training and Youth Affairs (MYCEETA)

Sunday, June 03, 2007

JANE ELLIOT








Jane Elliott
, internationally known teacher, lecturer, diversity trainer, and recipient of the National Mental Health Association Award for Excellence in Education, exposes prejudice and bigotry for what it is, an irrational class system based upon purely arbitrary factors. And if you think this does not apply to you. . . you are in for a rude awakening.