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67 Cards in this Set
- Front
- Back
Purpose of Questions |
1. Motivate and arouse interest. 2. Maintain attention or redirect attention. 3. Managerial - To control social behaviour. 4. Check for recall, understanding and to identify problems. 5. Encourage higher level of thinking and strengthen learning. 6. Encourage discussion and evaluate learning. |
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Type of Questions |
• Convergent (closed) • Divergent (open ended) • Evaluative |
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Convergent Questions |
• Check for understandings at the explicit level. • Often used as ice-breakers to focus children's thinking before higher order questions are asked. • Because short responses, have time to get responses from more students. |
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Divergent Questions |
• Check for understandings at the implicit level. • Require inferences to be made -> requires explicit info to be combined w/ existing knowledge and personal experience. |
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Evaluative Questions |
• Seek judgement, opinions and reasons for opinions. • Allows for reflections. -> application of knowledge and connections to existing knowledge. • Involve making logical judgement and drawing conclusions. • Often require students to: -> consider the point of views of others. -> identify opinions vs facts, bias, propaganda, validity. |
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Involving Reluctant Participants in Questioning |
• Think, Pair, Share • Ask them a question they know the answer to boost their self esteem w/ answering questions. • Thumbs up, sideways or down. • Head down hands up for answer they think (anonymous). |
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Costa's Model of Intellectual Functioning |
• Devises different levels of questions.
Level 1: focus on gathering and recalling info. -> List, Find, Tell, Name
Level 2: focus on making sense of gathering info -> Plan, Compare, Arrange, Outline Level 3: focus on applying and evaluating info. -> Predict, Rate, Justify, Judge
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Blooms Revised Taxonomy |
• Expressed different kinds of thinking. • Organises thinking skills into 6 levels.
Creating - Generatimg new ideas or ways of thinking. -> Plan, Produce, Construct, Invent
Evaluating - Justifying a decision or a course of action. -> Check, Judge, Experiment, Critique.
Analysing - Breaking info into parts to explore understandings and relationships. -> Compare, Organise, Find, Deconstruct. Applying - Using info in another familiar situation. -> Implement, Carry out, Use, Execute.
Understanding - Explaining ideas or concepts. -> Interpret, Summarise, Paraphrase, Classify, Explain.
Remembering - Recalling info -> Recognise, List, Describe, Name, Find.
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High Order Thinking vs. Lower Order Thinking |
Higher • Creating • Evaluating • Analysing Lower • Applying • Understanding • Remembering |
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Questioning Considerations |
Students Self Esteem can be affected by: • kinds of questions • way questions are asked • response that you give |
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Handling Wrong Questions |
• Acknowledge student contribution • Find out how student came up w/ that answer. • Suggest answer may be correct for an alternative question. • Rephrase the question. • Ask the question in another way. |
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De Bono's 6 Thinking Hats |
• Metaphorical hats that thinkers can put on or take off to indicate the type of thinking being used.
WHITE - Facts - Info - Data - Bloom's: Remembering
BLUE - Thinking - Summarise - Organise - Process - Bloom's: Understanding
YELLOW - Benefits - Value - Optimism - The good in it - Bloom's: Applying
BLACK - Caution - Risks - Words of wisdom - Bloom's: Analysing RED - Feelings - Emotions - Intuitions - Bloom's: Evaluating GREEN - Creating - New Ideas - Alternatives - Possibilities- Bloom's: Creating
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Handling Wrong Questions |
• Acknowledge students contribution • Find out how the student came up with their answer • Suggest that the answer may be correct for an alternative question • Reprahse the question |
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Teaching Strategies Should be.... |
• Relevant to the content and the outcomes that need to be achieved • Relevant to all children and non-discriminatory • Developmentally and culturally appropriate • Suited to the resources and space available |
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Teacher Centered Approaches |
Teacher is actively involved in teaching while learners are passive and listen to directions of the teacher • Telling and Instructing • Rote • Direct Instructions • Modelling/ Demonstration • Worksheets (some) • Questioning • Guided Practice |
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Student Centered Approach |
Strategy that gives students opportunity to lead learning activities and participate more actively in the control of their own learning. • Role-play • Discussions • Charts (Y or mind maps) • Brainstorm • Problem Solving • Games• Problem Solving • Experimenting • Experimenting |
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Cooperative Learning |
Small groups of students of different skills and abikities capitalise on one anothers resources in order to complete tasks collectively. |
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Benefits of Cooperative Learning |
• Increases accountability for self and group members • Students more motivated to learn • Enhance satisfaction of learning experience • Social development • Increase retention • Increased intrinsic motivation to learn |
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Elements of Cooperative Learning |
Enable more effective cooperative learning: Positive Independence • Each member has unique contribution to make to the joint effort -> role, skills, resources • Each members effort is required • Group is in it together Face to Face Interactions • Orally explain how to sole problems • Teach knowledge to each other • Check each others understandings • Discuss concepts being taught Individual and Group Accountability • Smaller the group the greater the individual accountability. -> no more than 4 • Assign roles • Teach what they have learnt to someone else • Randomly examine students orally • Be prepared to share Interpersonal Skills and Small Group Skills • Leadership • Decision making • Trust building • Communication • Conflict management -> social skills should be taught Group Processing • Members discuss how well they are achieving their goals and team work • Make decisions on what needs to be changed or improved • Makes decisions on helpful and unhelpful group behaviour |
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Teachers Rooe in Cooperative Learning |
• Arrange groups • Provide icebreaker/team building activity • Teach social skills • Monitor and intervene if necessary • Suggest improvements/changes • Facilitate feedback on academic learning • Facilitate group processing and self reflection |
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Causes of Differences |
• Cognitive ability -> gifted or behind • Disability • Interests • Strengths or talents • Self-efficacy • Maturity level • Home environment • Culture / Religion • Prior Knowldge / Experience • Age • Ethnicity • Language
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Aboriginal Ways of Learning |
1. Share Stories -> personal narratives 2. Learning Maps -> images used to map out learning process 3. Non-verbal -> Kinesthetic, hands on . Symbols and Images 4. Symbols and Images5. Land Links6. Non-linear 4. Symbols and Images5. Land Links6. Non-linear 5. Land Links 6. Non-linear . Non-linear -> put different ideas together to creat e new knowledge 7. Deconstruct - reconstruct -> Modelling and scaffolding -> Work from whole to parts, watching then doing 8. Community Links -> apply learning for community benefit |
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Assessment |
Ongoing process of collecting information and gathering evidence about what a child knows and/ or is able to do.
Should support learning not audit learning. • Educative
• Diagnostic • Formative • Summative
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Evaluation |
Bringing meaning to that data through interpretation, analysing and reflecting |
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Assessment and Planning are in Linked |
• Must asses what we plan to teach • Assessments should inform future planning to continue the (Plan -> Teach -> Assess) cycle • Should inform students about their progress -> Educative assessment |
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Purpose of Assessment |
To improve student performance. • Monitor progress and development • Recognise area of needs • Make informed judgement about future learning • Value students learning • Report students achievements • Be accountable to stakeholders |
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Stakeholders |
• Students • Parents • Other Teachers • Principle • Community • Government |
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Benchmark Testing |
National Assessment Program - Literacy and Numeracy - episodic testing Purpose is to provide: • Parents with info about childs performance. • Teachers with info that can be used on conjunction with own class records in future teaching and learning programs. • Schools with report showing summary info of overall school performance and trends over time. |
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Types of Assessments |
Educative • Aims to inform and improve student progress rather than audit performance • Helps teacher identify and describe learning • Provides direction to students so they know their strengths and what to improve Diagnostic • Finds out what students know and use this as a starting point Formative • On the spot / During the activity • Questioning, anecdotal notes, photos Summative • Final goal of an activity • Rubric or test results |
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Assessment Strategies and Tools |
Individual Check list Rating Scale Journal Reflection Photos Discussions Rubrics Graphic Organisers Peer Assessments
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The Early Years Learning Framework: Five Main Outcomes |
1. Children have a strong sense of identity 2. Children are connected with and contribute to their world 3. Children are confident and involved learners 4. Children have a strong sense of well being 5. Children are effective communicators |
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SCASA |
School Curriculum and Standards Authority
• Prescribes content and standards for all WA schools • Provides guiding principles including: - Values - Student diversity - Teaching, learning and assessment principles |
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Learning Areas |
English Mathematics Health and Physical Education Humanities and Social Science Languages The Arts Technology |
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Lesson Plan Considerations |
• The children • The context • The resources - physical (equipment) - human (helpers) • The time available |
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Needs of a Lesson Plan |
• Structure - Intro - Body - Conclusion • Learning Outcomes (Goal) - Specific - Measurable - Achievable - Realistic - Time-bound • Focus questions • Assessments • Different learning strategies • Transitions • Resources
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Lesson Plan Structure |
Introduction • Motivate • Engage • Provide context for the activity • Challenging • Well prepared • Provide clear instructions Body • Consider: - prior knowledge or skills students need - instructions - how monitor progress and behaviour - what students will do • Plan questions • Plan for assessments Conclusion • Often weakest part - run out of time - lose track of learning outcome - focus on cleaning away • Make explicit • Obtain feedback for follow up lesson • Use to judge how well learning objectives have been achieved |
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The Tecahing and Learning Cycle |
Plan / \ Assess ---> Teach |
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Benefits of Communication |
• Assists Teachers to establish quality learning environment that: - are safe - create sense of belonging - create a sense of trust • Establish Positive relationships |
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How to Connect with Students to Develop Relationships |
The Circle of Courage 1. Sense of belonging and trust 2. Experience mastery to acknowledge a talent/skill 3. Opportunities to be responsible and have independence 4. Feel worthwhile in their contributions and presence so that they see a purpose in showing generosity |
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Establishing Positive Relationships with Student's |
• Learn the students name • Smile and acknowledge them • Share yourself evenly • Get to know the students - their needs and interests • Build trust to develop a sense of belonging • Be human - be natural, warm, pleasant, approachable and tolerant • Have high expectations and boundaries • Dont baby them |
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How to Build Positive Relationships with Parents |
• Welcoming environment • Knowldge of each family • Frequent positive contacts • Inform parents of studnets learning • Involve parents in the classroom |
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How to Build Positive Relationships with Colleagues |
• Appreciate and understand each others perspectives • Be able and prepared to negotiate • Find solutions to benefit the child • Share knowledge and expertise • Be willing to collaborate and try new ideas |
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Why Students Misbehave |
• Basic needs arent met • Attention seeking • Exercise power • Exact revenge • Disguise inadequacy • Immature self control • Home issues • Medical issues • Learning program • Ineffective teaching |
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Teacher Influence on Behaviour |
Teacher determines acceptable behaviour through their response to all behaviours |
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Effective Responses to Challenging Behaviour |
• Anticpate - children will misbehave sometimes • Consequences • Deals with the problem • Predicts behaviour • Prepares strategies |
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How to Deal with Challenging Behaviours |
1. Predictive Thinking 2. Jacob Kounin's Preventative Approaches 3. Low Key Responses . Low Key Responses |
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Predictive Thinking |
Managing behaviours is continuous Not only happens after an incident • Be alert • Be proactive (learn triggers and avoid them) • Develop and use social contracts • Build positive class culture and relationships |
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Jacob Kounin's Preventative Approach |
Principle 1: Withitness • ability to know what is going on at all times in all parts of the room • Act before it spreads • Frequently scan the room • Convey that you know what's going on Principle 2: Momentum • Good lessons pace keeps students on track which creates momentum • Begin and conclude lessons on a strong note • Keep lessons moving ahead • Make transitions efficient and not time consuming Principle 3: Smoothness • Smooth lessons help keep children engaged and involved • Avoid repetition of instructions • Avoud nagging, giving lectures, pointing out misbehaviour Principle 4: Group Alerting • Gaining student attention and clarifying expectations • Oversee the whole group • Oversee all groups in small group structures • Non-particpants are alerted that they need to get back on task Principle 5: Actively Involved and Engaged • Keep students attentive and actively engaged • Vary presentations and demonstrations • Design activities based on students needs, interests and at their level Principle 6: Overlapping • Good teachers are able to do 2 or more things at once Principle 7: Over Exposure • Avoid over exposure • Students are part of the learning process • Make activities enjoyable and challenging |
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Low Key Responses (Bennett & Smilanich) |
Skills a teacher employs when a child first starts to misbehave. Almost Invisibly let the student know that what they are doing in have a negative impact on learning. Benefits • Response is shorter than the interruption • Classroom atmosphere stays positive • Involves non-verbal responses • Dont stop the flow of the lesson • Do not invite escalation - low emotional content. Responses 1.Winning Over 2. Use signal to stop/begin 3. Use proximity 4. Be polite 5. Deal with the problem not the student 6. Deal with the allies 7. Use minimal or non-verbal interventions 8. Be on the alert 9. Plan student 10. Planned ignore 11. Modelling appropriate behaviour 12. Private dialogue 13. Signal type of response 14. Come on back |
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Positive Learning Environments |
• Maximise learning for all • View the whole child as important 1. Physical • way area is organised • indoor or outdoor • safety • storage • lighting 2. Social/Emotional • feeling and tone • welcoming • verbal and non-verbal language • active listening • feelings of approval and acceptance 3. Intellectual • engagement with learning • safe space to take educational risks • effort is celebrated • destructive competition is avoided • learning of valued • performance expectations are explicit • Tasks are challenging and important 4. Temporal • use of time • negotiate time with student - still need predictability • Choices within time frames • Match length of activity time to child's concentration and developmental span • Transition between activities |
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Creating Positive Learning Environments |
• 4 learning environment elements • Student-centered • Well planned • Flexible and responsive to learners • Age appropriate for learning |
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Reggio Emilia Philosophy |
• Recognises environment at 3rd teacher • Collaboration • Aesthetics • Active listening • Relationships • Bring outside world in • Flexibility • Natural lighting |
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Effective Teachers of the Future |
Foster Key 21st Century Skills • Creativity • Personal and social responsibility • Collaboration • Learning to learn • Digital competencies • Communication • Critical Thinking |
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Maslow's Hierarchy of Needs |
Needs need to be met for students to reach their full potential 1. Physiological 2. Safety 3. Love and Belonging 4. Esteem 5. Self Actualisation |
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Ethics |
• National Professional Standards - 7 standards - Professional knowledge, practice and engagement - developed by Australian Institute for Teaching and School Leadership (AITSL) • Code of Conduct 1. Values - Learning - Excellence - Equity - Care 2. Principles - Personal Behaviour - Communication and official information - Fraudulent and corrupt behaviour - Use of public resources - Record keeping and use of information - Conflict of interest • Personal Ethics - Private life discretion - Confidentiality - Own ethics must be clear and in harmony with the schools code of conduct
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Professionalism in Teaching |
Ethics • National Professional Standards • Code of Conduct • Personal ethics Duty of Care • Legal Responsibilities • Administrative and organisational requirements |
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Duty of Care |
• Duty Imposed by the law to take care to minimise the risk of harm to another • Steps taken by staff to protect studnets from risk that are reasonably foreseeable and/or to prevent studnets from injury themselves or others or damaging property • Doesnt guarantee no injury or damage Physical Contact • context in which contact occurs Child Protection • Required by law to report suspected child abuse Equity • laws that protect people from discrimination and harassment Confidentiality and Privacy • Info disclosed when: - given consent - student is at risk - giving evidence in court |
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Role of a Teacher |
1. Teacher as Communicator of Knowledge and Facilitator Learning • Effective communicator • Engaged children in learning • Models and transmits knowledge where possible • Use a repertoire of teaching strategies • Use range of resources • Teach long life skills 2. Teacher as Expert and Decision Maker • Make good teaching decisions that promote student learning • Appropriately apply the curriculum • Select and use appropriate assessment techniques • Make good classroom management decisions 3. Teacher as Investigator and Reporter • Find out what studnets know, can do, care about and are interested in • Celebrate learning • Report to parents • Use assessment data to identify individuals with learning difficulties 4. Teacher as Classroom Manager • Creates safe learning environment • Creates opportunities to co-learn • Plan carefully • Well organised • Creates partnerships with parents 5. Teacher as Active Advocate • Contributes to the profession • Advocates for children • Empowers children |
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Effective Teachers |
Pedagogical Knowledge • How to teach • Know skills and approaches to teach • Culturally appropriate • Gender appropriate • Needs appropriate • Developmentally appropriate Content Knowledge • Curriculum knowledge • Subject knowledge Professional Knowledge • Rules and regulation • Culture of teaching • Roles and responsibilities • Ethical conduct |
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Questioning Statistics |
- Teachers ask several hundred questions a day - 60% factual (yes/no) - 20% higher cognitive - 20% procedural that relate to routine |
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Questions: Habits to Avoid |
1. Answer the questions 2. Restate what the students has said 3. Use questioning as a punishment 4. Keep talking 5. Belittle a student |
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Why Do We Need a Range of Learning Strategies? |
1. Not all students learn the same thing in the same way at the same time. 2. Cater for individual differences |
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What do we Assess? |
Children - skills - level of understandings - processes utilised - general capabilities (ethical understandings, critical/creative thinking, social capabilities and intercultural understandings) Self - teaching strategies - lesson delivery - time management - questioning - use of language - use of space - dealing with diversions - collaboration - relationships - efectiveness |
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Curriculum Documents |
Federal Level - ACARA (Australian Curriculum, Assessment and Reporting Authority) (Foundation- Yr 6) - Early Years Learning Framework (0-5 yrs old) State Level - SCASA (School Curriculum and Standards Authority) |
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Universal Needs |
Belonging- having the opportunity to develop trusting relationships Mastery - having the opportunity to solve problems and meet goals Independence - having the opportunity to build self control and responsibility Generosity - having the opportunity to show respect and concern
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Teacher Dilemmas |
1. Control: whole child or child as a student? 2. Curriculum: knowledge as content or process 3. Societal: Continuous childhood or childhood as unique? |
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7 National Professional Standards for Teachers |
- Developed by AITSL (Australian Institute for Teaching and School Leadership) 1. Know the students and how they learn 2. Know the content how to teach it 3. Plan for and implement effective teaching and learning 4.Create and maintain supportive and safe learning environments 5. Assess, provide feedback and report on student learning 6. Engage in professional learning 7. Engage professionally with colleagues, parents/carers and the community |