Question 1. Describe how you would go about selecting and applying a range of instructional strategies and resources to a lesson in your main teaching area.
My main teaching area is Visual Arts. For the purposes of this exercise lets say the lesson is the next class following on from that described in Question 2 of the ED4238 exam; where students are at the conception of design stage of a mosaic mural that is to cover a grey cement wall of the school that is frequently graffitied with derogatory remarks.
Students have been asked to write down their thoughts about appropriate imagery or text that may go into the design of the wall mural. I think using the Graffiti method would be a good way of developing and gathering ideas. I would group the students into three's , and already have prepared questions to generate thoughts on this topic such as:
1. Should the wall be simply decorative and beautiful, or should it have something to say?
2. If you were an old wall in a school and could speak; and had seen all the goings on in a schoolyard, what would you say?
3. What are the values of the school? What is special or unique about this school that we could represent on the wall to show others ?
These three sheets of paper with the questions written at the top have been photocopied so there are 6 copies. These 6 copies (2 of each question) have been handed out, one to each group. The individual groups (of 3)brainstorm, discuss, and record their ideas on the paper. When most are ready, the papers are passed on to a group that hasn't had that question before. Each group reads their new question, plus the ideas of the first group, and then add their own idea's. This happens one more time, and in the end, all sheets are given to the teacher, who then reads out the idea's on all the pages.
I would select this instructional stategy, for the following reasons:
- it is a practical process that models the kind of thinking, judgements and analysis of a situation, that a real life artist would undertake.
- shows students the incredible variety and range of thinking in the class.
- helps create a context for our mural, adds meaning to the task.
I would then ask students what they learned from doing that exercise. We would have a discussion led by questions such as: which seem the more appropriate ideas and why? Students would be encouraged to respect the ideas of others and hold their judgement. This would be an exercise in accepting and marvelling at difference; and emotional intelligence.
The resources i would use are: 1 hour of time; paper and pens.
Question 2.
The principles that are basic to assessment in the teaching area of Visual Arts are defined clearly in the Visual Arts Years 7-10 Advice on Programming and Assessment publication. They use an outcomes approach. Here it is stated that assessment for learning is advocated, the principles of which are:
* emphasis on the interactions between learning and manageable assessment strategies that promote learning
* clear expression for student and teacher the goals of a 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.
Designing effective learning and assessment requires the selection of activities that develop students'knowledge , understanding and skills and that allow evidence of learning to be gathered. Methods of gathering evidence could inclde informal teacher observation, questioning, peer evaluation and self-evaluation; as well as more structured assessment acctivities.
When designing assessment activities, teachers should consider whether the activity has clearly stated purposes that address the outcomes; is integral to the learning program; shows a clear relationship between the outcomes and content being assessed; allows students to demonstrate the extent of their knowledge, understanding and skills; provides opportunities to gather information about what further teaching and learning is required for students to succeed; provides valid and reliable evidence of student learning and is fair.
Measuring what students have learned...Students should be informed of the criteria that will be used to assess their learning. They should be clear about the meaning of the language used, and about any source materials that have informed the activity. Also helpful for students is to handout or show examples of good responses of similar work; or provide a template to help them to be able to show the extent of their knowledge, understanding and skills.
Teachers can use different methods of evaluation, and these largely depend on the system used by your school. These may be: norm referenced, where assessing and reporting students'acheivement and progress is judged in comparison to other students and is given a grading(A-F) or ranking (percentage). Criterion referenced where it is compared to a predetermined criteria.
In a Standards framework, student acheivement and progress is compared with predetermined Stages of Syllabus Outcomes.
In and outcomes- approach, acknowledges syllabus outcomes acheived regardless of class or year.
In a Standards or Outcomes approach, standards or outcomes are stated, and student acheivement is conveyed through the teachers use of descriptive words such as: needs help, working towards, acheived, mastered; to describe levels of acheivment and development.
Question 3.
I would provide for diversity of learning styles as defined by Gardener, firstly by setting tasks that are interdisciplinary. Most people have some level of proficiency in more than one type of intelligence, and in effect this approach may act as a scaffold into the next discipline. For example, dancing to music would create a relationship between the musical and bodily-kinaesthtic types. Making paper models of geometric shapes would make real connections between mathematical and spatial types. Writing about ones own feelings, wishes or plans for the future would form a connection between the verbal and intrapersonal types.
Setting projects where students can choose the form of their presentation and assessment. For example, students could write an assignmet , do a performance, make a model, create a storyboard...that reflects their thoughts on reconciliation.
Provide learning experiences in real environments eg. Go bushwalking. (naturalistic).
Implementing work experience programs. Gardner recommended apprenticeships and mentoring by experts, as well as the involvement of parents and the wider community. Use real life people from the community to do real projects either within the school or outside it. For example, design a recycling system for the school. Contract in expert to mentor project and offer technical assistance. Implement the project at school. Another example would be to allow assessment for extra- curricula activities such as performance in a dance company.
Integrate curriculum and assessment. Allow students to demonstrate their various competencies using flexible assessment.
Develop alternative assessment such as portfolios and work samples.
As for Deep Learning, Blooms started this train of theory, with his taxonomy that provides a classification of intellectual behaviour. There are 6 main categories compromising: knowledge, understanding, application, analysis, synthesis, and evaluation.
For example, with our bushwalking trip (mentioned above)around the nature reserve behind our school:
1. List the different creatures that you see.
2. Classify the animals you saw into the correct genus.
3. Draw or write a one page description of one of the animals you saw
4. Compare the wildlife found in the nature reserve, to your own back yard.
5. Propose and plan a site for a wildlife corridor in your area.
6. Evaluate the importance of nature reserves in an urban area.
This idea of deep learning is one of the most desired outcomes of our current education system. How do teachers equip students with the instruction and desire to acheive the higher levels of intellectual behaviour? And how do they assess it?
"What are the conditions for deep learning? It seems to me that deep learning is offered when teachers plan for student voice, learning to learn and assessment for learning to underpin the delivery of a learning opportunity. For instance, training and encouraging students to develop their own assessment criteria for a given task, or to determine how feedback will be most usefully given, goes a long way to ensuring that the student has ownership, and therefore the likelihood of really learning knowledge or skills through a particular activity. Far from abdicating responsibility as expert, the teacher’s role is refocused on teaching the student how to learn. This is, for many, a redefinition of the role of teacher in the classroom."(Deep Learning:at the heart of education,2006, Carin Taylor, retrieved from http://www.cybertext.net.au/inet_s3wk1/cs2_6_16.htm )
In short, student-focused leadership creates the conditions for deep learning, in combination with assistance from teacers in the field of learning how to learn.
Question 4.
Materials provided by the Board of Studies to guide teaching in the area of Visual Arts Years 7-10 and Years 11-12 are:
Advice on Planning and Assessment, and the various Visual Arts Syllabuses (Years K-6, 7-10 and 11-12).
These are available at the following URL http://www.boardofstudies.nsw.edu.au/syllabus_sc/
They can otherwise be found by going to the New South Wales Board of Studies website which is: http://www.boardofstudies.nsw.edu.au/ and click on "HSC Syllabuses"on the left-hand side of the homepage.
The Syllabus defines the basic aims and objectives of the Visual Arts Syllabus.
It also defines the Outcomes for each stage (Stages 4-5 are applied in years 7-10, and stage 6 in years 11 and 12) in relation to the particular areas of content
The Syllabus defines what the essential content of mandatory courses and elective courses must be to meet Board objectives for each Stage. They also offer additional content for both.
Recommendations regarding time refer to such issues as how much time should be dedicated to different pursuits such as artmaking, critical and historical studies and student directed interests in both mandatory and elective courses.
Suggestions for the kind of artworks to be made, whether 2D, 3D, or 4D- dependent on resources and expertise.
Detailed guidelines are given for how students are to keep a visul arts diary. Safe working practices are also delivered.
Also included is how to provide for students with special needs.
There is also a section on assessment that describes standards, and assessment for learning.
The Visual Arts Years 7-10 Advice on Programming and Assessment is designed to help teachers understand and implement the Syllabus. It shows how the Syllabus can be incorporated into teaching and learning programs and how these programs are underpinned by the principles of assessment for learning.
The document also provides advice about how to construct a program that will cover the scope of a certain stage. It describes a process for planning and sequencing units of work, and developing activities.
There are also samples of programs for all the stages- units of work that illustrate how teachers can construct programs to ensure coverage of the scope of the syllabus.
How I would use these resources for preparing a series of lessons:
Following the advice of the Visual Arts Years 7-10 Advice on Programming and Assessment, i would follow the advice given on page 22 titled: Programming Units of Work.
Step 1 Select outcomes
Outcomes in the Visual Arts Years 7–10 Syllabus are organised around the areas of content. A manageable number of outcomes should be selected to form the focus of the unit of work. Typically, some outcomes will play a more important role in each unit. Teachers should map the units across the stage to ensure an adequate coverage of all syllabus outcomes.
Step 2 Decide on the subject matter or focus of the unit of work
Once the outcomes have been selected the focus of the unit of work should be selected. For example, is this a unit that foregrounds the structural frame and relationships between the artist and the audience, or does the unit foreground an artist’s practice and the postmodern frame? It is important to consider how this unit relates to past and future learning experiences to ensure that teaching and learning activities build on and deepen students’ understanding of syllabus content. This will guide the anticipated evidence of learning and selection of relevant syllabus content.
Step 3 Decide on the evidence of learning
As the outcomes form the focus of the unit, it is necessary to identify the specific evidence of learning to be observed through the teaching, learning and assessment activities. This evidence will enable judgements to be made on student achievement in relation to the outcomes and identified content.
Step 4 Select the relevant syllabus content
Identify what students will ‘learn about’
Specific content from the ‘learn about’ sections of the syllabus should be selected as a focus for the unit. This will be further enhanced by referring to the specific details supplied in the syllabus that unpack these statements in terms of practice, the conceptual framework and the frames.
Identify what students will ‘learn to do’
In the Visual Arts Years 7–10 Syllabus each ‘learn to’ statement has a direct relationship with a corresponding ‘learn about’ statement.
Step 5 Plan the teaching, learning and assessment activities
Assessment for learning activities occurs as a normal part of the teaching process. Teachers plan the most suitable teaching, learning and assessment activities for the selected content, ensuring that they will provide the desired evidence of learning determined in Step 3. Teaching, learning and assessment activities should reflect students’ needs, experiences and interests, and should be student-centred and promote the development of knowledge, understanding and skills. Teachers are encouraged to include a variety of teaching approaches across a range of forms, artists and artworks. Concepts may be strengthened and deepened over time, and may be revisited over one or more stages to build on previous knowledge, understanding and skills.
Step 6 Feedback
Feedback provides students with the necessary information and direction to advance their learning and occurs normally though good teaching practice, mostly in an informal manner. However, when planning units of work, teachers should consider how to maximise feedback in the context of the teaching, learning and assessment activities and how the feedback contributes to students’ learning.
Step 7 Reflection and evaluation
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. Identifying the evidence of learning early in the process will assist them in this. 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.
Tuesday, June 19, 2007
Monday, June 18, 2007
EXAM ED 4238 Understanding and Managing Adolescents
Question 1:
William Glasser bases his management of children in the classroom on the meeting of their basic drivers which are the needs for:
1. Survival (food, air, water, shelter, clothing, personal safety)
2. Belonging/ connecting/ love
3. Freedom/ responsibility
4. Power/ significance (self respect and respect from others)
5. Fun/ learning
To ensure that these five driving needs are met by a class of year 9 students and thus allow effective learning to take place, to start with, i would act like a leader, and not a boss. My ultimate goal would be the full expression of potential in each and every one of my students.
For this to happen meeting the needs of the more basic drivers to pave the way for the realization of the 'higher'ones is the first step.
Ensuring the survival aspects are taken care of. In a year 9 class, this should mostly be covered, however 15 year olds are sometimes homeless, without another to care for them, even living on the streets.
To foster the sense of belonging and connection in the classroom, i would create a nurturing atmosphere ...A physical environment of warmth, creativity, comfort and interest. This can be acheived with some coloured cloth or even painting the walls if funding allows. Some images that inspire. A natural outlook. Set desks in a circle, representing equality and open communication. Create a space designed for comfort.
Glasser defined Seven Caring Habits (that i would adopt and instill in my class) which are: Supporting, encouraging, listening, accepting, trusting, respecting and negotiating differences. He also defined Seven Deadly Habits(that i would avoid and encourage my class to seek alternatives to) which are: criticizing, blaming, complaining, nagging, threatening, punishing, bribing or rewarding to control.
I would also introduce the Glasser developed classroom management plan to create safety and accountability. This is based on the class meeting as a means of developing classroom discipline. Rules are discussed and agreed upon at the beginning of a group being together, as are the consequences for misbehaviour. Students are accountable not only to the teacher, but also each other, and ultimately themselves. This can be handled in a group, though significant skill would be involved in this facilitation role. In private, (or in group if up to it) questions can be asked such as? "What choices did you have? Why did you make that choice? Did you like the result? What have you learned?" This is coming from a place of caring and connecting, rather than disconnecting and punishing.
In a group, problems can be defined and solutions sought.
This approach to classroom management and discipline also fosters a sense of power and significance. People are encouraged to voice their thoughts and opinions, and are listened to. Negative behaviour is met with assistance to make better choices in the future. This is real power- being self aware and self reflective...Taking control of what is available to us (when someone shows us) ie our thoughts and our actions. Individual students really can take the credit for managing a successful class.
As far as schoolwork goes, all efforts should be made to make any work done useful and relevant. For example, a year 9 student is often at a very idealistic stage. Perhaps letters can be written to ministers; forms of alternative energy and greater green-ness can be researched with the real possibility of implementation. On a project like this, perhaps an alternative energy engineer could be brought into the class to act as mentor and technical assistant. Meeting real people with real work opens up real possibilities. Recently a group of three boys from Mullum high who have difficulty with English instead helped organise and hosted a forum for indigenous and non-indigenous peoples from around the world. They promoted their event, were in the newspaper, and received admiration and respect for taking responsibility for bringing to the community such an important event.
I think it is a natural side effect of positive motivation and attitude, group work, mutual respect, working hard to acheive meaningful goals and being in a place where one can let down one's guard and express oneself- that laughter and fun will occur. The meeting of Glassers drivers, combined with responsible adherence to academic standards, would allow a high level of student motivation and thus allow effective learning to take place.
Question 2.
The best classes are those where the students are motivated to learn. Such lessons have included in their structure the best learning theories as described by such cognitive theorists as Piaget and Vygotsky, Blooms and Gardener; and Educational Psychologists such as Maslow, Dreikers and Glasser...Not to mention other contributions such as Attribution Theory etc.
How i would structure a lesson based on the understanding of these contributions to engage students in their learning is firstly choose a structure for the lesson. Gagne's nine events of instruction or more likely i would use the more constructivist method of Merrils Four Phases.
A class based on this method would begin with the introduction of a problem.
As i am to be a Visual Arts teacher, the example i will use is that of an ugly wall in the school that is grey concrete and often graffitied with derogitory remarks.
The fact that the class will be responsible for beautifying the wall and making a permanent installation in the school should be very motivating and in the longer term provide a great deal of esteem from both self and others(Recognised as very important by Maslow and Glasser). This project is in alignment with Gardeners recommendations- students undertaking Visual Arts will be working in the field of that intelligence, doing real work, in an apprenticeship kind of relationship with the teacher.
I would also explain the context of timeframe... that this project will span a whole term, and involve planning, preparation and execution of the final design. Todays lesson will involve learning about the mosaic technique we will use, and making a small practice mosaic.
First stage: activation of prior experience.
I will have a slide projector set up and show examples of mosaic murals,as well as other objects that have been mosaiced. I will ask students if they have ever done mosaic work or seen any mosaic murals themselves. (around here there is some public mosaic art. ) This puts students in a real life context, and helps to anchor them in their zone of proximal development (Vygotsky)
Second stage: demonstration of skills
I will show a series of slides that give step by step instruction on the process.
Third stage: application of skills
Each student will have all the materials needed to make their own mosaic (preparation done before the start of the class)We will scaffold our way through the making stage, with me demonstrating and assisting with specific techniques.
Students make their own mosaic, the intention being to familiarize students with the basic techniques. During this third stage, there could also be informal discussion about what the mural could be about...This will give some ideas for the next phase which is design.
Forth stage: integration of these skills into real-world activities
Explain the next stage which is the designing of the mosaic mural. That is enough content for one class....Direct students to spend some time observing the wall in point, and sketch ideas in visual arts diary, along with any thoughts about what may be relevant images for that setting.
I would think that students would be very engaged in this lesson, and excited to learn too. They are engaged in solving real problems, they are building on their existing artistic abilities and observations; and learning new, relevant techniques. They have a wonderful project to look forward to.
Question 3.
Bullying is a problem in many schools and classes. Using the restorative justice model to deal with an incident in class where a student is being pushed, name called and excluded from the group, my approach would be to first choose which particular method of restorative justice is called for in regard to the particular situation, and resources available.
It would really depend on the severity of the bullying and how long it had been going on. If a relatively new behaviour, and not strongly violent, then i would first facilitate the 'No Blame'approach, as this keeps the members of the conference inside the school. If the bullying was more ingrained and violent, i would use the Community Conferencing approach, which brings parents/carers into the talks, and more strongly emphasises the gravity of the offence.
I would report the incident to the school principle, and there may already be a restorative justice program within the school. Maybe someone has had training or there are funds to bring a specialist in. In any case, the support of the school in using this approach would be fundamental. Restorative justice approaches are about using incidents of misbehaviour as opportunities for learning. Offenders can reflect on their behaviour and attitudes to others. Empathy and respect can be generated, as well as facing up to the offences committed and sincere apology.
These values may go against the values of a school (though hopefully not) where punishment, blame and exclusion are the traditional ways of dealing with misbehaviour.
The following steps on how to carry out the 'No Blame'technique are taken from the website
http://www.bullyingnoway.com.au/ideasbox/things-work/info-manage-2-1.shtml
1. Meet the victimised person to provide support, explain the proposed process and collect material on the impact of the bullying or harassment.
2.Consult with teachers who know the peer group well to establish a balanced group consisting of the main perpetrator and supporters, friends of the victimised person, and two assertive peers who have not attempted to prevent the bullying or harassment.
3.Convene a structured meeting of this group (without the targeted student present) to develop shared responsibility without blaming, to elicit suggestions for solving the problem, to encourage shared action and to establish a subsequent meeting (possibly in a week) to discuss progress. (Note: The victimised person does not attend this group meeting.)
4.Support the victimised person through daily meetings to check progress.
As a follow up from dealing with this particular incident, I feel that the situation would not have occured in the first place if there had been a higher level of awareness. I would seek to implement a program such as the New Zealand Kia Kaha curriculum- a whole school participation that is aimed at creating safe environments.
http://www.police.govt.nz/service/yes/nobully/kia_kaha/communities.html
This program has a series of lessons especially designed for different age groups(starting pre-school age and going through to years 11 and 12). The high school program for Years 9-10 consist of four lessons. In the first one, the students themselves define bullying and know that it is unacceptable. In the second lesson students analyse behaviours and feelings associated with a bullying situation and explore positive strategies. During the third lesson students can identify and practise strategies to manage bullying; and in the fourth lesson students identify the characteristics of healthy groups or relationships and what it feels like being part of these.
To me this whole approach seems extremely enlightened. The program has been developed by educational police officers, and is carried out by specially trained educational officers. The program is basically teaching emotional intelligence, and making a stand for peaceful environments where there is high level of respect and acceptance of difference. The designers of the course understand that bullying is a community issue, and that for there to be change, there needs to be a change in the whole culture of a school community- even better the wider community. .
This particular resource is available only if taken on by an entire school. From the principle to administrative staff, students and teachers. This ensures a shift in the whole culture of the school. The downside is that perhaps the school principle would not take something like this on, or there may be a lack of funding....In which case I would be informally applying these lessons in my own units of work.
In Australia, there are restorative justice programs that have been trialed. These started in Queensland where one teacher each from 75 different schools were trained in restorative techiques. The trial went well, though the queensland department of education did not keep up it's financial support . There was subsequently little success due to the resource-intensiveness of the model, and the need for cultural change in dealing with behaviour managment.
Question 4.
My fundamental ideas about the nature of education and classroom management.
When i think about children, i see (must have visual intelligence)incredible beauty and innocence. Children are a precious gift, and i feel very strongly that childhood is a very special time that needs to be respected and honoured.
Being a mother, and member of a community where there are lots of kids, i have experienced the wise old saying that "children are the best teachers" to be true. They certainly don't use constructivist techniques on us adults- no scaffolding there- it's straight in the deep end and sink or swim.!! This state has become the lower end of my zone of proximal development! Though in all honesty i must say that studying Dreikurs and Glasser has helped enormously in my attitude of being a teacher leader, and not a bossy victim.!
Some of my most satisfying times of being a parent or carer have been organising activities for groups of children to do, and joining them in doing it. Usually a craft activity where we can all sit together and get absorbed making fairy gardens out of coloured wax or clay for example. Sometimes there is a little silence, though invariably children will start to talk about all kinds of very interesting things. Being an attentive listener, having heartfelt care for the children, asking guiding questions, offering much support and nurturing their self-esteem seems to come naturally. It is very satisfying, and seems satisfying for all involved.
For the children i can see that from the simple act of making, they have acheived something great and are mostly proud of their efforts. For the more needy ones, it is very special for them to have quality time with a caring and respectful adult, and their self-esteem seems to flourish. They also seem to have so much more love and respect, and less inclination to misbehave.
My natural inclinations seem to resonate with Glassers theories, this fundamental attitude of equality and respect, empowerment and living out our potential.
I believe Education in a wide range of area's is crucial as a foundation to living life. Academically, socially, personally etc. I am glad to see that the education system seems to be evolving from what it was like when i was in school; and certainly a very different experience for example my mother who suffered countless humiliations such as being beaten by nuns for wearing the wrong underpants.!!!
Perhaps one reason for this is taking on Outcomes Based Education, and State standards.
To effectively manage large groups of children or adolescents, and give them a quality education I am also of the belief that it is important for teachers to be very well trained- and committed to their own on-going training.
To summarise, Education is best carried out with love, care, respect, high expectations, acceptance, patience and tenacity- not to mention excellent planning!. Classroom management is best managed by making lessons fun and interesting, practical and relevant. Classroom dynamics are best developed to acheive a high level of emotional intelligence, allowing much greater student autonomy and participation in decision making and behaviour management.
William Glasser bases his management of children in the classroom on the meeting of their basic drivers which are the needs for:
1. Survival (food, air, water, shelter, clothing, personal safety)
2. Belonging/ connecting/ love
3. Freedom/ responsibility
4. Power/ significance (self respect and respect from others)
5. Fun/ learning
To ensure that these five driving needs are met by a class of year 9 students and thus allow effective learning to take place, to start with, i would act like a leader, and not a boss. My ultimate goal would be the full expression of potential in each and every one of my students.
For this to happen meeting the needs of the more basic drivers to pave the way for the realization of the 'higher'ones is the first step.
Ensuring the survival aspects are taken care of. In a year 9 class, this should mostly be covered, however 15 year olds are sometimes homeless, without another to care for them, even living on the streets.
To foster the sense of belonging and connection in the classroom, i would create a nurturing atmosphere ...A physical environment of warmth, creativity, comfort and interest. This can be acheived with some coloured cloth or even painting the walls if funding allows. Some images that inspire. A natural outlook. Set desks in a circle, representing equality and open communication. Create a space designed for comfort.
Glasser defined Seven Caring Habits (that i would adopt and instill in my class) which are: Supporting, encouraging, listening, accepting, trusting, respecting and negotiating differences. He also defined Seven Deadly Habits(that i would avoid and encourage my class to seek alternatives to) which are: criticizing, blaming, complaining, nagging, threatening, punishing, bribing or rewarding to control.
I would also introduce the Glasser developed classroom management plan to create safety and accountability. This is based on the class meeting as a means of developing classroom discipline. Rules are discussed and agreed upon at the beginning of a group being together, as are the consequences for misbehaviour. Students are accountable not only to the teacher, but also each other, and ultimately themselves. This can be handled in a group, though significant skill would be involved in this facilitation role. In private, (or in group if up to it) questions can be asked such as? "What choices did you have? Why did you make that choice? Did you like the result? What have you learned?" This is coming from a place of caring and connecting, rather than disconnecting and punishing.
In a group, problems can be defined and solutions sought.
This approach to classroom management and discipline also fosters a sense of power and significance. People are encouraged to voice their thoughts and opinions, and are listened to. Negative behaviour is met with assistance to make better choices in the future. This is real power- being self aware and self reflective...Taking control of what is available to us (when someone shows us) ie our thoughts and our actions. Individual students really can take the credit for managing a successful class.
As far as schoolwork goes, all efforts should be made to make any work done useful and relevant. For example, a year 9 student is often at a very idealistic stage. Perhaps letters can be written to ministers; forms of alternative energy and greater green-ness can be researched with the real possibility of implementation. On a project like this, perhaps an alternative energy engineer could be brought into the class to act as mentor and technical assistant. Meeting real people with real work opens up real possibilities. Recently a group of three boys from Mullum high who have difficulty with English instead helped organise and hosted a forum for indigenous and non-indigenous peoples from around the world. They promoted their event, were in the newspaper, and received admiration and respect for taking responsibility for bringing to the community such an important event.
I think it is a natural side effect of positive motivation and attitude, group work, mutual respect, working hard to acheive meaningful goals and being in a place where one can let down one's guard and express oneself- that laughter and fun will occur. The meeting of Glassers drivers, combined with responsible adherence to academic standards, would allow a high level of student motivation and thus allow effective learning to take place.
Question 2.
The best classes are those where the students are motivated to learn. Such lessons have included in their structure the best learning theories as described by such cognitive theorists as Piaget and Vygotsky, Blooms and Gardener; and Educational Psychologists such as Maslow, Dreikers and Glasser...Not to mention other contributions such as Attribution Theory etc.
How i would structure a lesson based on the understanding of these contributions to engage students in their learning is firstly choose a structure for the lesson. Gagne's nine events of instruction or more likely i would use the more constructivist method of Merrils Four Phases.
A class based on this method would begin with the introduction of a problem.
As i am to be a Visual Arts teacher, the example i will use is that of an ugly wall in the school that is grey concrete and often graffitied with derogitory remarks.
The fact that the class will be responsible for beautifying the wall and making a permanent installation in the school should be very motivating and in the longer term provide a great deal of esteem from both self and others(Recognised as very important by Maslow and Glasser). This project is in alignment with Gardeners recommendations- students undertaking Visual Arts will be working in the field of that intelligence, doing real work, in an apprenticeship kind of relationship with the teacher.
I would also explain the context of timeframe... that this project will span a whole term, and involve planning, preparation and execution of the final design. Todays lesson will involve learning about the mosaic technique we will use, and making a small practice mosaic.
First stage: activation of prior experience.
I will have a slide projector set up and show examples of mosaic murals,as well as other objects that have been mosaiced. I will ask students if they have ever done mosaic work or seen any mosaic murals themselves. (around here there is some public mosaic art. ) This puts students in a real life context, and helps to anchor them in their zone of proximal development (Vygotsky)
Second stage: demonstration of skills
I will show a series of slides that give step by step instruction on the process.
Third stage: application of skills
Each student will have all the materials needed to make their own mosaic (preparation done before the start of the class)We will scaffold our way through the making stage, with me demonstrating and assisting with specific techniques.
Students make their own mosaic, the intention being to familiarize students with the basic techniques. During this third stage, there could also be informal discussion about what the mural could be about...This will give some ideas for the next phase which is design.
Forth stage: integration of these skills into real-world activities
Explain the next stage which is the designing of the mosaic mural. That is enough content for one class....Direct students to spend some time observing the wall in point, and sketch ideas in visual arts diary, along with any thoughts about what may be relevant images for that setting.
I would think that students would be very engaged in this lesson, and excited to learn too. They are engaged in solving real problems, they are building on their existing artistic abilities and observations; and learning new, relevant techniques. They have a wonderful project to look forward to.
Question 3.
Bullying is a problem in many schools and classes. Using the restorative justice model to deal with an incident in class where a student is being pushed, name called and excluded from the group, my approach would be to first choose which particular method of restorative justice is called for in regard to the particular situation, and resources available.
It would really depend on the severity of the bullying and how long it had been going on. If a relatively new behaviour, and not strongly violent, then i would first facilitate the 'No Blame'approach, as this keeps the members of the conference inside the school. If the bullying was more ingrained and violent, i would use the Community Conferencing approach, which brings parents/carers into the talks, and more strongly emphasises the gravity of the offence.
I would report the incident to the school principle, and there may already be a restorative justice program within the school. Maybe someone has had training or there are funds to bring a specialist in. In any case, the support of the school in using this approach would be fundamental. Restorative justice approaches are about using incidents of misbehaviour as opportunities for learning. Offenders can reflect on their behaviour and attitudes to others. Empathy and respect can be generated, as well as facing up to the offences committed and sincere apology.
These values may go against the values of a school (though hopefully not) where punishment, blame and exclusion are the traditional ways of dealing with misbehaviour.
The following steps on how to carry out the 'No Blame'technique are taken from the website
http://www.bullyingnoway.com.au/ideasbox/things-work/info-manage-2-1.shtml
1. Meet the victimised person to provide support, explain the proposed process and collect material on the impact of the bullying or harassment.
2.Consult with teachers who know the peer group well to establish a balanced group consisting of the main perpetrator and supporters, friends of the victimised person, and two assertive peers who have not attempted to prevent the bullying or harassment.
3.Convene a structured meeting of this group (without the targeted student present) to develop shared responsibility without blaming, to elicit suggestions for solving the problem, to encourage shared action and to establish a subsequent meeting (possibly in a week) to discuss progress. (Note: The victimised person does not attend this group meeting.)
4.Support the victimised person through daily meetings to check progress.
As a follow up from dealing with this particular incident, I feel that the situation would not have occured in the first place if there had been a higher level of awareness. I would seek to implement a program such as the New Zealand Kia Kaha curriculum- a whole school participation that is aimed at creating safe environments.
http://www.police.govt.nz/service/yes/nobully/kia_kaha/communities.html
This program has a series of lessons especially designed for different age groups(starting pre-school age and going through to years 11 and 12). The high school program for Years 9-10 consist of four lessons. In the first one, the students themselves define bullying and know that it is unacceptable. In the second lesson students analyse behaviours and feelings associated with a bullying situation and explore positive strategies. During the third lesson students can identify and practise strategies to manage bullying; and in the fourth lesson students identify the characteristics of healthy groups or relationships and what it feels like being part of these.
To me this whole approach seems extremely enlightened. The program has been developed by educational police officers, and is carried out by specially trained educational officers. The program is basically teaching emotional intelligence, and making a stand for peaceful environments where there is high level of respect and acceptance of difference. The designers of the course understand that bullying is a community issue, and that for there to be change, there needs to be a change in the whole culture of a school community- even better the wider community. .
This particular resource is available only if taken on by an entire school. From the principle to administrative staff, students and teachers. This ensures a shift in the whole culture of the school. The downside is that perhaps the school principle would not take something like this on, or there may be a lack of funding....In which case I would be informally applying these lessons in my own units of work.
In Australia, there are restorative justice programs that have been trialed. These started in Queensland where one teacher each from 75 different schools were trained in restorative techiques. The trial went well, though the queensland department of education did not keep up it's financial support . There was subsequently little success due to the resource-intensiveness of the model, and the need for cultural change in dealing with behaviour managment.
Question 4.
My fundamental ideas about the nature of education and classroom management.
When i think about children, i see (must have visual intelligence)incredible beauty and innocence. Children are a precious gift, and i feel very strongly that childhood is a very special time that needs to be respected and honoured.
Being a mother, and member of a community where there are lots of kids, i have experienced the wise old saying that "children are the best teachers" to be true. They certainly don't use constructivist techniques on us adults- no scaffolding there- it's straight in the deep end and sink or swim.!! This state has become the lower end of my zone of proximal development! Though in all honesty i must say that studying Dreikurs and Glasser has helped enormously in my attitude of being a teacher leader, and not a bossy victim.!
Some of my most satisfying times of being a parent or carer have been organising activities for groups of children to do, and joining them in doing it. Usually a craft activity where we can all sit together and get absorbed making fairy gardens out of coloured wax or clay for example. Sometimes there is a little silence, though invariably children will start to talk about all kinds of very interesting things. Being an attentive listener, having heartfelt care for the children, asking guiding questions, offering much support and nurturing their self-esteem seems to come naturally. It is very satisfying, and seems satisfying for all involved.
For the children i can see that from the simple act of making, they have acheived something great and are mostly proud of their efforts. For the more needy ones, it is very special for them to have quality time with a caring and respectful adult, and their self-esteem seems to flourish. They also seem to have so much more love and respect, and less inclination to misbehave.
My natural inclinations seem to resonate with Glassers theories, this fundamental attitude of equality and respect, empowerment and living out our potential.
I believe Education in a wide range of area's is crucial as a foundation to living life. Academically, socially, personally etc. I am glad to see that the education system seems to be evolving from what it was like when i was in school; and certainly a very different experience for example my mother who suffered countless humiliations such as being beaten by nuns for wearing the wrong underpants.!!!
Perhaps one reason for this is taking on Outcomes Based Education, and State standards.
To effectively manage large groups of children or adolescents, and give them a quality education I am also of the belief that it is important for teachers to be very well trained- and committed to their own on-going training.
To summarise, Education is best carried out with love, care, respect, high expectations, acceptance, patience and tenacity- not to mention excellent planning!. Classroom management is best managed by making lessons fun and interesting, practical and relevant. Classroom dynamics are best developed to acheive a high level of emotional intelligence, allowing much greater student autonomy and participation in decision making and behaviour management.
Thursday, June 14, 2007
EXAM ED 1720 INTRO TO TEACHING AND THE CURRICULUM
ED 1720: INTRODUCTION TO TEACHING AND THE CURRICULUM
LECTURER'S NAME: PROFESSOR ALLAN COMAN
SECTION A
QUESTION 1
Describe five of the Habits of Mind described by Arthur Costa
The Habits of Mind describe what is needed to respond intelligently to questions/problems.
1.One of the Habits of Mind is: Persisting
Problems take TIME to solve...Persistence is needed.
There is no use saying I can't do it, it's too hard... Need to make a strategy. If this strategy doesn't work, then need to make a new one. Try, try and try again.
2.Managing Impulsivity
Thinking before acting. Effectively plan before rushing off and beginning something that hasn't properly been thought through or understood. Take time to respond- to think things through, before giving hasty answers.
3.Listening to Others
It is very important to be able to listen to others. Listening shows respect and intelligence. Listening to what others have to say and taking time to evaluate it and analyze how it fits into your own understanding rather than quickly judging and rejecting. Very important to be able to suspend your own reactions, opinions and jusgements, so as to make room for the understanding of another.
4.Taking Responsible Risks
Holding back from risks means missed opportunities. To succeed we must risk failure. In a classroom this is especially pertinent as students are so worried about what others will think of them. If you try it you might be wrong and look stupid; alternatively if you don't try you'll never know.
5.Learning Continuously
Being excited that we don't know. Being open to look at things in a different way, to grow, to look at problems as valuable opportunities to learn.
QUESTION 2:
Howard Gardener has identified nine types of intelligences that people have in varying degrees. Following are descriptions of five of these:
1.Linguistic: an ability for language, spoken word, writing, reading and listening
2.Musical: an ability for musical expression.
3.Interpersonal: concerned with understanding the intentions, motivation and desires of others. Likes being with people
4.Naturalist: an ability for understanding and relating with the natural environment and the creatures therein.
5.Existentialist: ability for reflective thought and philosophising. Is deeply interested in the ultimate issues.
Question 3:
Piaget's fundamental contribution to the theory of how children learn is that children construct their own knowledgethrough interaction with their environment...This process of cognition has been termed constructivism.
Piaget has identified four major stages of development in children. These are:
1. Sensorimotor stage.(Infancy)The infant constructs understanding through touch and movement. There is a progression from reflexive action to the beginnings of symbolic thought(language).
2. Pre-operational stage.(Toddler and early childhood) Language, memory and imagination developing. Words and images reflect greater symbolic thinking.
3. Concrete operational stage.(7-11y.o.)Child can now reason logically about concrete events and classify objects into different sets.
4. Formal operational stage.(adolescence and adulthood)Reasoning in abstract, idealistic and logical ways.
The significance of the understanding of these developmental stages is that we as teachers (and parents) offer learning opportunities for children that are appropriate for their level of development. The presentation of material too advanced is meaningless to the learner, as there is nothing to grow it from. An analogy may be to try and build the second story of a house without first building a ground floor. This is impossible. Just so, crawling must precede walking and the act of painting a picture with colours must precede understanding colour theory.
Question 4:
Vygotsky's most significant contribution to the understanding of how children learn is: Knowledge is situatued among people and communities as well as language,tools and books. Learning takes place through interactions with parents, family members and the wider community. Learning takes place in a social context.
The concept of the Zone of Proximal Development refers to the range of tasks that are too difficult for the learner to manage alone, but that can be done with the guidance of adults/teachers/more experiencedor knowledgable peers. The lower level of the Zone of Proximal Development is where a set task can be mastered by a student on their own. The highest level of the zpd is a level of understanding acheivable with the guidance of one/those with more understanding and experience.
SECTION B
QUESTION ONE:
The qualities listed by John Hattie that describe an "Expert" teacher are:
They really know their subject, and are able to present these lessons to a class so that a deeper understanding of the subject may be gained...They are able to be flexible with their lessons and incorporate the individual needs of students. They can explain their classes in context with a wider school curriculum.
Quality teachers use problem-solving in their classes. They are able to make use of events and ideas that come up in the natural course of a lesson by making them an example within the lesson. This flexibility and imaginative 'withitness'; the ability to be in the present moment and know what will capture the hearts and minds of students- AND be able to pull it off ....certainly sounds a lot more appealing than the didactic adherance to a lesson plan. It allows for flow and very importantly student contribution. The class becomes more of an exchange than a presentation- though expertly facilitated by the teacher.
The other side to this is that expert teachers are able to balance student driven discussion with teaching content and acheiving outcomes... This requires the ability to make decisions and leadership. This depicts a teacher who is stable and trustworthy (to the students)..They would have respect for and feel safe with a teacher they know is fun, but also not prone to flights of fancy. Who is going to be very interesting- but also academically responsible.
Expert teachers have a good feeling in their classrooms. They know their students and their abilities and backgrounds. They encourage relevant questions. They keep an eye on everything and everyone at all times and know exactly what's going on. Classrooms are managed masterfully, which means that the whole class can be devoted to learning rather than managing disruptive and other challenging behaviour.
Expert teachers are very good at evaluating levels of understanding within the class, and at giving feedback. They are also good at telling (and they care) if students are bored or not keeping up with what's going on. They are also very insightful when there are learning difficlties, and are able to implement instructional strategies to help overcome these. It is sometimes the case that students just don't get it. For a teacher to patiently (and with committment) strategise and implement alternatives is paramount...This shows the students that they really are cared for- and being successful supports self esteem, as well as providing reinforcement of the students faith in their own intelligence. (Very important in attribution theory)
Expert teachers are respectful of their students and really care about them..They really make a difference in the lives of students by encouraging and nurturing self esteem and deep learning, and masterful learning strategies. All this is so important...for teachers to understand that self-esteem is vital for learning with confidence, that a love of learning is imparted to students rather than the feeling that it is boring and a waste of time- what a gift to have a teacher like that!!
It is hard for me to say which i think the most important quality is. They are all important. As a teacher you can know your subject matter inside out but it's not going to be much use to the students if you do not have the means to convey it in ways that are meaningful; though i do think a deep grounding and interest is necessary.
I am drawn to think that the most important aspect is being fexible in your ability to incorporate input from students with your lesson objectives; and to have a high level of relevance and context in a class. I figure this is a good starting point. If respect and caring are your bottom line along with committment- you have a great foundation to build from with growing experience.
SECTION B
QUESTION 2
There are many potential differences in a classroom.
There would be the different learning styles Gardener describes.
There may be differences in gender, cultural background, race, religion, general experience, confidence, ability- both physical and intellectual, sexuality. There may also be students with a range of learning difficulties.
Methods i would use to cater for individual differences in the classroom are:
Create an atmosphere that is inclusive and respectful of difference.
Use the different experience within the group to enhance learning. Vygotsky relates how knowledge is stored in communities and individuals. Make full use of this possible knowledge exchange using groupwork.
Make it my business to know the students and their different backgrounds in detail.
Look for commonality. Everyone has favourite foods/places/role models/tv shows. Incorporate this into lessons...for example, write a description of your favourite place, or discuss in small groups what your favourite movie is and why. (Go on to analyse what made the movie appealing to you)
Allow for different learning styles by varying instructional techniques and classwork. For example: For the naturalist let some classes be outside or be about the natural environment. For the 'interpersonal'types have plenty of group work and focus on what makes people tick. For the visual, do collagework or design projects.
For those with learning difficulties there are a many different scenarios and possible methods for supporting learning. Assessing what the difficulties are is most important. In general, having a fairly set routine and as little distraction as possible is supportive of students staying focused on work. Also is important to have times in the day where there is ample opportunity for physical activity. If lessons are long this may need consideration. Also 'settling in'time at beginning of class such as reading a really interesting book to ground distractable students.
Teach methods of how to stay focused such as looking at the person who is talking; as well as learning and memory strategies.
SECTION C
QUESTION 1:
Materials provided by the Board of Studies to guide teaching in the area of Visual Arts Years 7-10 and Years 11-12 are:
Advice on Planning and Assessment, and the various Visual Arts Syllabuses (Years K-6, 7-10 and 11-12).
These are available at the following URL http://www.boardofstudies.nsw.edu.au/syllabus_sc/
They can otherwise be found by going to the New South Wales Board of Studies website which is: http://www.boardofstudies.nsw.edu.au/ and click on "HSC Syllabuses"on the left-hand side of the homepage.
The Syllabus defines the basic aims and objectives of the Visual Arts Syllabus.
It also defines the Outcomes for each stage (Stages 4-5 are applied in years 7-10, and stage 6 in years 11 and 12) in relation to the particular areas of content
The Syllabus defines what the essential content of mandatory courses and elective courses must be to meet Board objectives for each Stage. They also offer additional content for both.
Recommendations regarding time refer to such issues as how much time should be dedicated to different pursuits such as artmaking, critical and historical studies and student directed interests in both mandatory and elective courses.
Suggestions for the kind of artworks to be made, whether 2D, 3D, or 4D- dependent on resources and expertise.
Detailed guidelines are given for how students are to keep a visul arts diary. Safe working practices are also delivered.
Also included is how to provide for students with special needs.
There is also a section on assessment that describes standards, and assessment for learning.
The Visual Arts Years 7-10 Advice on Programming and Assessment is designed to help teachers understand and implement the Syllabus. It shows how the Syllabus can be incorporated into teaching and learning programs and how these programs are underpinned by the principles of assessment for learning.
The document also provides advice about how to construct a program that will cover the scope of a certain stage. It describes a process for planning and sequencing units of work, and developing activities.
There are also samples of programs for all the stages- units of work that illustrate how teachers can construct programs to ensure coverage of the scope of the syllabus.
How I would use these resources for preparing a series of lessons:
Following the advice of the Visual Arts Years 7-10 Advice on Programming and Assessment, i would follow the advice given on page 22 titled: Programming Units of Work.
Step 1 Select outcomes
Outcomes in the Visual Arts Years 7–10 Syllabus are organised around the areas of content. A manageable number of outcomes should be selected to form the focus of the unit of work. Typically, some outcomes will play a more important role in each unit. Teachers should map the units across the stage to ensure an adequate coverage of all syllabus outcomes.
Step 2 Decide on the subject matter or focus of the unit of work
Once the outcomes have been selected the focus of the unit of work should be selected. For example, is this a unit that foregrounds the structural frame and relationships between the artist and the audience, or does the unit foreground an artist’s practice and the postmodern frame? It is important to consider how this unit relates to past and future learning experiences to ensure that teaching and learning activities build on and deepen students’ understanding of syllabus content. This will guide the anticipated evidence of learning and selection of relevant syllabus content.
Step 3 Decide on the evidence of learning
As the outcomes form the focus of the unit, it is necessary to identify the specific evidence of learning to be observed through the teaching, learning and assessment activities. This evidence will enable judgements to be made on student achievement in relation to the outcomes and identified content.
Step 4 Select the relevant syllabus content
Identify what students will ‘learn about’
Specific content from the ‘learn about’ sections of the syllabus should be selected as a focus for the unit. This will be further enhanced by referring to the specific details supplied in the syllabus that unpack these statements in terms of practice, the conceptual framework and the frames.
Identify what students will ‘learn to do’
In the Visual Arts Years 7–10 Syllabus each ‘learn to’ statement has a direct relationship with a corresponding ‘learn about’ statement.
Step 5 Plan the teaching, learning and assessment activities
Assessment for learning activities occurs as a normal part of the teaching process. Teachers plan the most suitable teaching, learning and assessment activities for the selected content, ensuring that they will provide the desired evidence of learning determined in Step 3. Teaching, learning and assessment activities should reflect students’ needs, experiences and interests, and should be student-centred and promote the development of knowledge, understanding and skills. Teachers are encouraged to include a variety of teaching approaches across a range of forms, artists and artworks. Concepts may be strengthened and deepened over time, and may be revisited over one or more stages to build on previous knowledge, understanding and skills.
Step 6 Feedback
Feedback provides students with the necessary information and direction to advance their learning and occurs normally though good teaching practice, mostly in an informal manner. However, when planning units of work, teachers should consider how to maximise feedback in the context of the teaching, learning and assessment activities and how the feedback contributes to students’ learning.
Step 7 Reflection and evaluation
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. Identifying the evidence of learning early in the process will assist them in this. 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.
SECTION C
QUESTION 2:
Planning is of the utmost importance!! An unplanned lesson (or worse series of lessons) is very likely to end up in chaos - particularly if the teacher is inexperienced.
For me the core objectives of being a teacher are: TO MAKE A DIFFERENCE! To ensure that mastery is aimed for; to ensure that syllabus outcomes are acheived; to inspire love of learning; to nurture self-esteem; to create an environment of respect for self and others; to teach how to learn effectively; to help students become aware of their potential and express their greatness.
The above objectives do not just happen by themselves with a lot of good wishes and intentions, they do need to be planned for.
Factors to consider in prior learning and background are:
where are each of the individual students in your class at with their understanding of a particular subject, or a range of subjects? What have they covered in previous classes? What is their current level of acheivement? What are their records of acheivment? Are they confident learners or doubtful of their own abilities? If in year 9 or above, what are their electives? What are their interests outside school? Have there been past problems with focus and attention, behaviour or drugs?
What is their group dynamic? Are they a cohesive group able to communicate well and respect each others differing values and opinions? Or are they cliquey or even hostile? Could their levels of emotional intelligence be improved upon?
Are there particular ethnic/cultural/religious/spiritual/racial backgrounds to be aware of?
To make a difference as a teacher, it is crucial to have detailed knowledge of each individual student, so that their strengths can be encouraged, their fears overcome, their weaknesses adressed; and the tone of the classroom lifted to a deep level of respect, co-operation and support.
Different strategies for gaining students'attention are: waiting until everyone is quiet, clapping hands, playing music, blowing a whistle, singing a song, do something out of the ordinary. These would all be possible ways of gaining attention at the beginning of a class.
Once the class is started, there needs to be a more lasting motive for paying attention. The best way of doing this is to pique the iterest of the students...to make them very curious. Ask a stimulating question that requires thought to answer. You could also present a popular topic to work on. These methods all inspire intrinsic motivation. Explain dry material in shocking wasys such as the teacher in Stand and Deliver who halved an apple with a sword to demonstrate fractions.
Different assignment strategies that enable you to learn/measure what students have learnt. One way is to set students the assignment of self- assessment. This forces students to think/ observe/ analyse and evaluate their own work. As well as giving the teacher valuable information that could otherwise possibly not have been detected; the student develops skills in metacognition...That is, thinking about how we think, an invaluable learning tool.
Assignment strategies that enable the measuring of what students have learnt is to define what outcomes are being reached for; and allow students to come up with their own assignments and learning strategies, as well as criteria for assessment. These can be made with guidance and agreement from the teaacer. This maximises students motivation and almost certainly guarantees success.
Other forms of assessment that enable the measuring of what students have learnt is to use Blooms'Taxonomy questions to establish the depth of learning acquired. These may start with simple definition questions and move up the hierarchy to analytical, synthesis and evaluation questions.
LECTURER'S NAME: PROFESSOR ALLAN COMAN
SECTION A
QUESTION 1
Describe five of the Habits of Mind described by Arthur Costa
The Habits of Mind describe what is needed to respond intelligently to questions/problems.
1.One of the Habits of Mind is: Persisting
Problems take TIME to solve...Persistence is needed.
There is no use saying I can't do it, it's too hard... Need to make a strategy. If this strategy doesn't work, then need to make a new one. Try, try and try again.
2.Managing Impulsivity
Thinking before acting. Effectively plan before rushing off and beginning something that hasn't properly been thought through or understood. Take time to respond- to think things through, before giving hasty answers.
3.Listening to Others
It is very important to be able to listen to others. Listening shows respect and intelligence. Listening to what others have to say and taking time to evaluate it and analyze how it fits into your own understanding rather than quickly judging and rejecting. Very important to be able to suspend your own reactions, opinions and jusgements, so as to make room for the understanding of another.
4.Taking Responsible Risks
Holding back from risks means missed opportunities. To succeed we must risk failure. In a classroom this is especially pertinent as students are so worried about what others will think of them. If you try it you might be wrong and look stupid; alternatively if you don't try you'll never know.
5.Learning Continuously
Being excited that we don't know. Being open to look at things in a different way, to grow, to look at problems as valuable opportunities to learn.
QUESTION 2:
Howard Gardener has identified nine types of intelligences that people have in varying degrees. Following are descriptions of five of these:
1.Linguistic: an ability for language, spoken word, writing, reading and listening
2.Musical: an ability for musical expression.
3.Interpersonal: concerned with understanding the intentions, motivation and desires of others. Likes being with people
4.Naturalist: an ability for understanding and relating with the natural environment and the creatures therein.
5.Existentialist: ability for reflective thought and philosophising. Is deeply interested in the ultimate issues.
Question 3:
Piaget's fundamental contribution to the theory of how children learn is that children construct their own knowledgethrough interaction with their environment...This process of cognition has been termed constructivism.
Piaget has identified four major stages of development in children. These are:
1. Sensorimotor stage.(Infancy)The infant constructs understanding through touch and movement. There is a progression from reflexive action to the beginnings of symbolic thought(language).
2. Pre-operational stage.(Toddler and early childhood) Language, memory and imagination developing. Words and images reflect greater symbolic thinking.
3. Concrete operational stage.(7-11y.o.)Child can now reason logically about concrete events and classify objects into different sets.
4. Formal operational stage.(adolescence and adulthood)Reasoning in abstract, idealistic and logical ways.
The significance of the understanding of these developmental stages is that we as teachers (and parents) offer learning opportunities for children that are appropriate for their level of development. The presentation of material too advanced is meaningless to the learner, as there is nothing to grow it from. An analogy may be to try and build the second story of a house without first building a ground floor. This is impossible. Just so, crawling must precede walking and the act of painting a picture with colours must precede understanding colour theory.
Question 4:
Vygotsky's most significant contribution to the understanding of how children learn is: Knowledge is situatued among people and communities as well as language,tools and books. Learning takes place through interactions with parents, family members and the wider community. Learning takes place in a social context.
The concept of the Zone of Proximal Development refers to the range of tasks that are too difficult for the learner to manage alone, but that can be done with the guidance of adults/teachers/more experiencedor knowledgable peers. The lower level of the Zone of Proximal Development is where a set task can be mastered by a student on their own. The highest level of the zpd is a level of understanding acheivable with the guidance of one/those with more understanding and experience.
SECTION B
QUESTION ONE:
The qualities listed by John Hattie that describe an "Expert" teacher are:
They really know their subject, and are able to present these lessons to a class so that a deeper understanding of the subject may be gained...They are able to be flexible with their lessons and incorporate the individual needs of students. They can explain their classes in context with a wider school curriculum.
Quality teachers use problem-solving in their classes. They are able to make use of events and ideas that come up in the natural course of a lesson by making them an example within the lesson. This flexibility and imaginative 'withitness'; the ability to be in the present moment and know what will capture the hearts and minds of students- AND be able to pull it off ....certainly sounds a lot more appealing than the didactic adherance to a lesson plan. It allows for flow and very importantly student contribution. The class becomes more of an exchange than a presentation- though expertly facilitated by the teacher.
The other side to this is that expert teachers are able to balance student driven discussion with teaching content and acheiving outcomes... This requires the ability to make decisions and leadership. This depicts a teacher who is stable and trustworthy (to the students)..They would have respect for and feel safe with a teacher they know is fun, but also not prone to flights of fancy. Who is going to be very interesting- but also academically responsible.
Expert teachers have a good feeling in their classrooms. They know their students and their abilities and backgrounds. They encourage relevant questions. They keep an eye on everything and everyone at all times and know exactly what's going on. Classrooms are managed masterfully, which means that the whole class can be devoted to learning rather than managing disruptive and other challenging behaviour.
Expert teachers are very good at evaluating levels of understanding within the class, and at giving feedback. They are also good at telling (and they care) if students are bored or not keeping up with what's going on. They are also very insightful when there are learning difficlties, and are able to implement instructional strategies to help overcome these. It is sometimes the case that students just don't get it. For a teacher to patiently (and with committment) strategise and implement alternatives is paramount...This shows the students that they really are cared for- and being successful supports self esteem, as well as providing reinforcement of the students faith in their own intelligence. (Very important in attribution theory)
Expert teachers are respectful of their students and really care about them..They really make a difference in the lives of students by encouraging and nurturing self esteem and deep learning, and masterful learning strategies. All this is so important...for teachers to understand that self-esteem is vital for learning with confidence, that a love of learning is imparted to students rather than the feeling that it is boring and a waste of time- what a gift to have a teacher like that!!
It is hard for me to say which i think the most important quality is. They are all important. As a teacher you can know your subject matter inside out but it's not going to be much use to the students if you do not have the means to convey it in ways that are meaningful; though i do think a deep grounding and interest is necessary.
I am drawn to think that the most important aspect is being fexible in your ability to incorporate input from students with your lesson objectives; and to have a high level of relevance and context in a class. I figure this is a good starting point. If respect and caring are your bottom line along with committment- you have a great foundation to build from with growing experience.
SECTION B
QUESTION 2
There are many potential differences in a classroom.
There would be the different learning styles Gardener describes.
There may be differences in gender, cultural background, race, religion, general experience, confidence, ability- both physical and intellectual, sexuality. There may also be students with a range of learning difficulties.
Methods i would use to cater for individual differences in the classroom are:
Create an atmosphere that is inclusive and respectful of difference.
Use the different experience within the group to enhance learning. Vygotsky relates how knowledge is stored in communities and individuals. Make full use of this possible knowledge exchange using groupwork.
Make it my business to know the students and their different backgrounds in detail.
Look for commonality. Everyone has favourite foods/places/role models/tv shows. Incorporate this into lessons...for example, write a description of your favourite place, or discuss in small groups what your favourite movie is and why. (Go on to analyse what made the movie appealing to you)
Allow for different learning styles by varying instructional techniques and classwork. For example: For the naturalist let some classes be outside or be about the natural environment. For the 'interpersonal'types have plenty of group work and focus on what makes people tick. For the visual, do collagework or design projects.
For those with learning difficulties there are a many different scenarios and possible methods for supporting learning. Assessing what the difficulties are is most important. In general, having a fairly set routine and as little distraction as possible is supportive of students staying focused on work. Also is important to have times in the day where there is ample opportunity for physical activity. If lessons are long this may need consideration. Also 'settling in'time at beginning of class such as reading a really interesting book to ground distractable students.
Teach methods of how to stay focused such as looking at the person who is talking; as well as learning and memory strategies.
SECTION C
QUESTION 1:
Materials provided by the Board of Studies to guide teaching in the area of Visual Arts Years 7-10 and Years 11-12 are:
Advice on Planning and Assessment, and the various Visual Arts Syllabuses (Years K-6, 7-10 and 11-12).
These are available at the following URL http://www.boardofstudies.nsw.edu.au/syllabus_sc/
They can otherwise be found by going to the New South Wales Board of Studies website which is: http://www.boardofstudies.nsw.edu.au/ and click on "HSC Syllabuses"on the left-hand side of the homepage.
The Syllabus defines the basic aims and objectives of the Visual Arts Syllabus.
It also defines the Outcomes for each stage (Stages 4-5 are applied in years 7-10, and stage 6 in years 11 and 12) in relation to the particular areas of content
The Syllabus defines what the essential content of mandatory courses and elective courses must be to meet Board objectives for each Stage. They also offer additional content for both.
Recommendations regarding time refer to such issues as how much time should be dedicated to different pursuits such as artmaking, critical and historical studies and student directed interests in both mandatory and elective courses.
Suggestions for the kind of artworks to be made, whether 2D, 3D, or 4D- dependent on resources and expertise.
Detailed guidelines are given for how students are to keep a visul arts diary. Safe working practices are also delivered.
Also included is how to provide for students with special needs.
There is also a section on assessment that describes standards, and assessment for learning.
The Visual Arts Years 7-10 Advice on Programming and Assessment is designed to help teachers understand and implement the Syllabus. It shows how the Syllabus can be incorporated into teaching and learning programs and how these programs are underpinned by the principles of assessment for learning.
The document also provides advice about how to construct a program that will cover the scope of a certain stage. It describes a process for planning and sequencing units of work, and developing activities.
There are also samples of programs for all the stages- units of work that illustrate how teachers can construct programs to ensure coverage of the scope of the syllabus.
How I would use these resources for preparing a series of lessons:
Following the advice of the Visual Arts Years 7-10 Advice on Programming and Assessment, i would follow the advice given on page 22 titled: Programming Units of Work.
Step 1 Select outcomes
Outcomes in the Visual Arts Years 7–10 Syllabus are organised around the areas of content. A manageable number of outcomes should be selected to form the focus of the unit of work. Typically, some outcomes will play a more important role in each unit. Teachers should map the units across the stage to ensure an adequate coverage of all syllabus outcomes.
Step 2 Decide on the subject matter or focus of the unit of work
Once the outcomes have been selected the focus of the unit of work should be selected. For example, is this a unit that foregrounds the structural frame and relationships between the artist and the audience, or does the unit foreground an artist’s practice and the postmodern frame? It is important to consider how this unit relates to past and future learning experiences to ensure that teaching and learning activities build on and deepen students’ understanding of syllabus content. This will guide the anticipated evidence of learning and selection of relevant syllabus content.
Step 3 Decide on the evidence of learning
As the outcomes form the focus of the unit, it is necessary to identify the specific evidence of learning to be observed through the teaching, learning and assessment activities. This evidence will enable judgements to be made on student achievement in relation to the outcomes and identified content.
Step 4 Select the relevant syllabus content
Identify what students will ‘learn about’
Specific content from the ‘learn about’ sections of the syllabus should be selected as a focus for the unit. This will be further enhanced by referring to the specific details supplied in the syllabus that unpack these statements in terms of practice, the conceptual framework and the frames.
Identify what students will ‘learn to do’
In the Visual Arts Years 7–10 Syllabus each ‘learn to’ statement has a direct relationship with a corresponding ‘learn about’ statement.
Step 5 Plan the teaching, learning and assessment activities
Assessment for learning activities occurs as a normal part of the teaching process. Teachers plan the most suitable teaching, learning and assessment activities for the selected content, ensuring that they will provide the desired evidence of learning determined in Step 3. Teaching, learning and assessment activities should reflect students’ needs, experiences and interests, and should be student-centred and promote the development of knowledge, understanding and skills. Teachers are encouraged to include a variety of teaching approaches across a range of forms, artists and artworks. Concepts may be strengthened and deepened over time, and may be revisited over one or more stages to build on previous knowledge, understanding and skills.
Step 6 Feedback
Feedback provides students with the necessary information and direction to advance their learning and occurs normally though good teaching practice, mostly in an informal manner. However, when planning units of work, teachers should consider how to maximise feedback in the context of the teaching, learning and assessment activities and how the feedback contributes to students’ learning.
Step 7 Reflection and evaluation
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. Identifying the evidence of learning early in the process will assist them in this. 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.
SECTION C
QUESTION 2:
Planning is of the utmost importance!! An unplanned lesson (or worse series of lessons) is very likely to end up in chaos - particularly if the teacher is inexperienced.
For me the core objectives of being a teacher are: TO MAKE A DIFFERENCE! To ensure that mastery is aimed for; to ensure that syllabus outcomes are acheived; to inspire love of learning; to nurture self-esteem; to create an environment of respect for self and others; to teach how to learn effectively; to help students become aware of their potential and express their greatness.
The above objectives do not just happen by themselves with a lot of good wishes and intentions, they do need to be planned for.
Factors to consider in prior learning and background are:
where are each of the individual students in your class at with their understanding of a particular subject, or a range of subjects? What have they covered in previous classes? What is their current level of acheivement? What are their records of acheivment? Are they confident learners or doubtful of their own abilities? If in year 9 or above, what are their electives? What are their interests outside school? Have there been past problems with focus and attention, behaviour or drugs?
What is their group dynamic? Are they a cohesive group able to communicate well and respect each others differing values and opinions? Or are they cliquey or even hostile? Could their levels of emotional intelligence be improved upon?
Are there particular ethnic/cultural/religious/spiritual/racial backgrounds to be aware of?
To make a difference as a teacher, it is crucial to have detailed knowledge of each individual student, so that their strengths can be encouraged, their fears overcome, their weaknesses adressed; and the tone of the classroom lifted to a deep level of respect, co-operation and support.
Different strategies for gaining students'attention are: waiting until everyone is quiet, clapping hands, playing music, blowing a whistle, singing a song, do something out of the ordinary. These would all be possible ways of gaining attention at the beginning of a class.
Once the class is started, there needs to be a more lasting motive for paying attention. The best way of doing this is to pique the iterest of the students...to make them very curious. Ask a stimulating question that requires thought to answer. You could also present a popular topic to work on. These methods all inspire intrinsic motivation. Explain dry material in shocking wasys such as the teacher in Stand and Deliver who halved an apple with a sword to demonstrate fractions.
Different assignment strategies that enable you to learn/measure what students have learnt. One way is to set students the assignment of self- assessment. This forces students to think/ observe/ analyse and evaluate their own work. As well as giving the teacher valuable information that could otherwise possibly not have been detected; the student develops skills in metacognition...That is, thinking about how we think, an invaluable learning tool.
Assignment strategies that enable the measuring of what students have learnt is to define what outcomes are being reached for; and allow students to come up with their own assignments and learning strategies, as well as criteria for assessment. These can be made with guidance and agreement from the teaacer. This maximises students motivation and almost certainly guarantees success.
Other forms of assessment that enable the measuring of what students have learnt is to use Blooms'Taxonomy questions to establish the depth of learning acquired. These may start with simple definition questions and move up the hierarchy to analytical, synthesis and evaluation questions.
Friday, May 25, 2007
The Pain Model.
CLASSROOM MANAGEMENT
Moral relativism. What right have we as adults to be acting like this towards the children. Metta Richards. What was the basis of Greek ethics? Basically they say that anything that enhances the goodness of a person. The idea that you look for what is good. What makes a better human....But who decides what is good? Good is basically about relationships and the quality of love and nurturing in relationships.
Relationship with students must be a quality one. Affirmation, praise given correctly etc.
When you're up there in front of the classroom, must be HUMBLE. Love, mentoring, encouragement.
Where did we go wrong as a community. Living by rules. World of rules is one of control and power. Over-regulation. We don't want 'the rules' to be the dominant paradigm. example of NSW and all the rules and signs on roads, and how much business is moving to VIC where there is less regulation.
Childrens lives are cluttered. No time to just muck around. TV, soccer, ballet, reading books, having friends, etc.. As a teacher you need to be a clutter buster. You have the
Many schools have decided to give no homework.!!!!! Total experience of learning must be covered during school hours. Children learn through play and need time to reflect and have space.
Where do you see your self heading? What can you let go of? Children are ready for these questions.
What are we here for? RELATIONSHIPS AND LOVE.
VYGOTSKY says you have to get them into the zdp - to get there must be uncluttered
Even the physical environment must be unclutterd and beautiful.
EVEN IN HIGH SCHOOL, TEACHER MUST ORGANISE WHERE THE STUDENTS SIT IN THE ROOM, SO THAT STUDENTS ARE FREE TO LEARN, NOT SOCIALISE.
to manage a classroom we need to put the child into a space where they can learn. (All the Glasser and Dreiker stuff- part of a social unit)
Regretably, in any class there will be children who are in 'pain'.
MANAGING CHILDREN IN PAIN
Do not say that the naughtiest child in the room is a feral mongrel and deservers a thrashing etc.
Their behaviour is negative and attention seeking, but alienates everyone
WHOLE BRAIN TEACHING
A whole brain state is a relaxed state with no stress. (not just left or right side dominant)...
Neurolinguistic findings.
Active learning engages WHOLE brain. Make connections that tap both hemispheres.
EMOTIONAL INTELLIGENCE-
Most classrooms are battlegrounds of power and corruption.
With a good emotional environment, can have optimal functioning classroom.
GUIDED MEDITATION as way to bring everyone into zpd. To change for the better the total vibe in room.
ashfield school in early 80's
PRIMAL BEHAVIOUR- ANIMALISTIC/PRIMITIVE
MUST RELAX THE STUDENTS....SPEND WEEKS IN THE BUSH. THEN DRAMA AND PE. (Couldn't let them do woodwork, they would have killed each other.
make clear acheivable goals. we're going to learn what verbs are.. we've got all day. helps students relax.
Images are critical. eg. stand and deliver film...teacher chops apple in half with a sword...what do we have here? Two halves. Maths.
guided meditation. when was the last time you did something you were really successful?
This taps into emotional intelligence, away from thinking/intellectual side.
Classroom management is not just about control, but UNCLUTTERING...Assist all the gunk of life, emotions etc be left behind, to make space for active learning.
Even the most brilliant among us, we can become undone by our emotions. Best remedy is preventative- place importance of teaching emotional intelligence.!!!!It is critical that whatever you are teaching
1. Self- awareness. Be able to identify what you are feeling
2. Mood management. Put things aside to function and focus on task at hand.
3. self- motivation . The gathering up of strength
4. empathy...how do you think mary's thinking today. Pair them up. Teach them the cues. Posture, body language, facial expression, putting feet up on chair.
5.managing relationships- conflict resolution.
check out empathy programs in schools- ask Jan for website.
The child who is in pain is unable emotionally to cope with it.
Must develop their emotional intelligence.
Policy of exceptionalism. Apartheid.
We are after integration not assimilation. Immigration is quite successful.
The next great challenge. We should not all have to learn english. We should all have to learn an indigenous language.
Plumpton high school. 50% indigenous or maori samoan. Hopless place. Lack of resources, and lack of fair allocation.
Must develop emotional intelligence
use reflective activities.
think pair share. How do you think you're affecting your partner?
Teach the children in pain how to attend to the moment at hand, to rise aove what they are feeling. Strengthen their emotional intelligence.
GRAFFITTI METHOD
1.Split into groups of three people per group.
2.pose different question at top of each page. Brainstorm and discuss and write down on page what you as a group have come up with.'
3.After a certain time, pass the sheet on to the next group so that they can add their input.
4.After 4 or 5 rounds of others comments, hand sheet back to original group and allow time to read and discuss what others came up with.
Great to see that none of us have all the answers- and that working collaboratively is hugely beneficial.
Great for collaborative work, and nurturing group feeling.
Establish quality relationship with the students in pain. Work on Emotional Intelligence in class during times of PEACE and CALM.
WAVE is about wholistic education.
BULLYING
www.bullyingnoway.com.au
physical, emotional, psychological, pulling faces
Verbal usually has threat of violence.
Making difference a fault.
Purpose is controlling others or inspiring the worseness of a situation
Theft, extortion, mobile phone/ emails full of nasty messages.
spreading rumors, gossip.
As a result: in the classroom anxious, depressed, fearful students. Students develop low self esteem which hinders the quality of relationships, or kills them. Withdrawal.
What kind of bullying is occuring for this child. Gather information/evidence. of how they are being bullied. (eg josh talking about tracing abusive emails)
Unstructured and unplanned forms of teacher intervention are doomed to fail. need to chooseoneof the 4 models.
RESTORATIVE JUSTICE
18yo broken into an old lady's house. bumped her on the head and robbed her.
Got caught. Rather than a punishment/fine, they decided to use restorative justice; return stolen goods, do 50 hours of community service. The work was to fix up her house. Handywork, gardening etc. Socialworker attended for a while. First afternoon she brought him out afternoon tea. No-one had ever given him anything ever, and he broke down and cried. It turned out that after the compulsory time, he moved in with her- he helped her around the house and she was the mother he never had.
www.readymade.com.au/method/index.htm
Broad movement.
http://www.realrestitution.com/restructuringquestions.html#What%20is%20Restitution?
25% of time teacher directed
25% teacher at front
25% independent work
25% student directed
Shared concern easiest. Then restitution.
Community conferencing more complicated. No blame needs very specific skills.
Allan recommends attending training in restorative justice.
Emotional intelligence- take a step back and observe situation. Need to start educating children in this from a very young age.
Moral relativism. What right have we as adults to be acting like this towards the children. Metta Richards. What was the basis of Greek ethics? Basically they say that anything that enhances the goodness of a person. The idea that you look for what is good. What makes a better human....But who decides what is good? Good is basically about relationships and the quality of love and nurturing in relationships.
Relationship with students must be a quality one. Affirmation, praise given correctly etc.
When you're up there in front of the classroom, must be HUMBLE. Love, mentoring, encouragement.
Where did we go wrong as a community. Living by rules. World of rules is one of control and power. Over-regulation. We don't want 'the rules' to be the dominant paradigm. example of NSW and all the rules and signs on roads, and how much business is moving to VIC where there is less regulation.
Childrens lives are cluttered. No time to just muck around. TV, soccer, ballet, reading books, having friends, etc.. As a teacher you need to be a clutter buster. You have the
Many schools have decided to give no homework.!!!!! Total experience of learning must be covered during school hours. Children learn through play and need time to reflect and have space.
Where do you see your self heading? What can you let go of? Children are ready for these questions.
What are we here for? RELATIONSHIPS AND LOVE.
VYGOTSKY says you have to get them into the zdp - to get there must be uncluttered
Even the physical environment must be unclutterd and beautiful.
EVEN IN HIGH SCHOOL, TEACHER MUST ORGANISE WHERE THE STUDENTS SIT IN THE ROOM, SO THAT STUDENTS ARE FREE TO LEARN, NOT SOCIALISE.
to manage a classroom we need to put the child into a space where they can learn. (All the Glasser and Dreiker stuff- part of a social unit)
Regretably, in any class there will be children who are in 'pain'.
MANAGING CHILDREN IN PAIN
Do not say that the naughtiest child in the room is a feral mongrel and deservers a thrashing etc.
Their behaviour is negative and attention seeking, but alienates everyone
WHOLE BRAIN TEACHING
A whole brain state is a relaxed state with no stress. (not just left or right side dominant)...
Neurolinguistic findings.
Active learning engages WHOLE brain. Make connections that tap both hemispheres.
EMOTIONAL INTELLIGENCE-
Most classrooms are battlegrounds of power and corruption.
With a good emotional environment, can have optimal functioning classroom.
GUIDED MEDITATION as way to bring everyone into zpd. To change for the better the total vibe in room.
ashfield school in early 80's
PRIMAL BEHAVIOUR- ANIMALISTIC/PRIMITIVE
MUST RELAX THE STUDENTS....SPEND WEEKS IN THE BUSH. THEN DRAMA AND PE. (Couldn't let them do woodwork, they would have killed each other.
make clear acheivable goals. we're going to learn what verbs are.. we've got all day. helps students relax.
Images are critical. eg. stand and deliver film...teacher chops apple in half with a sword...what do we have here? Two halves. Maths.
guided meditation. when was the last time you did something you were really successful?
This taps into emotional intelligence, away from thinking/intellectual side.
Classroom management is not just about control, but UNCLUTTERING...Assist all the gunk of life, emotions etc be left behind, to make space for active learning.
Even the most brilliant among us, we can become undone by our emotions. Best remedy is preventative- place importance of teaching emotional intelligence.!!!!It is critical that whatever you are teaching
1. Self- awareness. Be able to identify what you are feeling
2. Mood management. Put things aside to function and focus on task at hand.
3. self- motivation . The gathering up of strength
4. empathy...how do you think mary's thinking today. Pair them up. Teach them the cues. Posture, body language, facial expression, putting feet up on chair.
5.managing relationships- conflict resolution.
check out empathy programs in schools- ask Jan for website.
The child who is in pain is unable emotionally to cope with it.
Must develop their emotional intelligence.
Policy of exceptionalism. Apartheid.
We are after integration not assimilation. Immigration is quite successful.
The next great challenge. We should not all have to learn english. We should all have to learn an indigenous language.
Plumpton high school. 50% indigenous or maori samoan. Hopless place. Lack of resources, and lack of fair allocation.
Must develop emotional intelligence
use reflective activities.
think pair share. How do you think you're affecting your partner?
Teach the children in pain how to attend to the moment at hand, to rise aove what they are feeling. Strengthen their emotional intelligence.
GRAFFITTI METHOD
1.Split into groups of three people per group.
2.pose different question at top of each page. Brainstorm and discuss and write down on page what you as a group have come up with.'
3.After a certain time, pass the sheet on to the next group so that they can add their input.
4.After 4 or 5 rounds of others comments, hand sheet back to original group and allow time to read and discuss what others came up with.
Great to see that none of us have all the answers- and that working collaboratively is hugely beneficial.
Great for collaborative work, and nurturing group feeling.
Establish quality relationship with the students in pain. Work on Emotional Intelligence in class during times of PEACE and CALM.
WAVE is about wholistic education.
BULLYING
www.bullyingnoway.com.au
physical, emotional, psychological, pulling faces
Verbal usually has threat of violence.
Making difference a fault.
Purpose is controlling others or inspiring the worseness of a situation
Theft, extortion, mobile phone/ emails full of nasty messages.
spreading rumors, gossip.
As a result: in the classroom anxious, depressed, fearful students. Students develop low self esteem which hinders the quality of relationships, or kills them. Withdrawal.
What kind of bullying is occuring for this child. Gather information/evidence. of how they are being bullied. (eg josh talking about tracing abusive emails)
Unstructured and unplanned forms of teacher intervention are doomed to fail. need to chooseoneof the 4 models.
RESTORATIVE JUSTICE
18yo broken into an old lady's house. bumped her on the head and robbed her.
Got caught. Rather than a punishment/fine, they decided to use restorative justice; return stolen goods, do 50 hours of community service. The work was to fix up her house. Handywork, gardening etc. Socialworker attended for a while. First afternoon she brought him out afternoon tea. No-one had ever given him anything ever, and he broke down and cried. It turned out that after the compulsory time, he moved in with her- he helped her around the house and she was the mother he never had.
www.readymade.com.au/method/index.htm
Broad movement.
http://www.realrestitution.com/restructuringquestions.html#What%20is%20Restitution?
25% of time teacher directed
25% teacher at front
25% independent work
25% student directed
Shared concern easiest. Then restitution.
Community conferencing more complicated. No blame needs very specific skills.
Allan recommends attending training in restorative justice.
Emotional intelligence- take a step back and observe situation. Need to start educating children in this from a very young age.
Thursday, May 24, 2007
Notre Dame Week 5 25.5.07
How do we make judgements.
KUHN speaks about paradigms. Specifically Creationism v evolution. Newton and Einstein had different ways of looking at the world. Two ways of thinking about the same things.
Kuhn called that a paradigm. Same applies in teaching. Depending on mindset of those speaking and those listening. Constructivist paradigm. Up until 5-10 years ago, there was more of a behaviourist paradigm. Teachers role is imparting information, skills. Teacher centered, students passive.
EVERY MUST LEARN ENGLISH. ALAN SAYS A CHILD HAS TO ESTABLISH THEIR OWN THINKING PATTERNS AND this is best done in their own culture, their own language...Then they can construct their own understandings from there.
Definitions of paradigm.
A set of assumptions, concepts, values, and practices that constitutes a way of viewing reality for the community that shares them, especially in an intellectual discipline.
A paradigm is a guiding framework or idea's which fundamentally shapes and determines our understanding of the world.
The Entities that go to make up the paradigm.
The paradigm is successful if you can explain everything you see. When there are exceptions there are problems. eg. The nuclear family. Now 54% of people live alone in a residence. The classic nuclear family - 30%.
Underpinning all this study is an underlying view of reality. What are we really trying to do in education.
Philosophy Now- Good magazine.
CONSTRUCTIVIST REVOLTION
PIAGET
1.Piaget had idea that children think differently and learn differently form adults. This was an amazing paradigm shift.
2.They consttruct their own schemes.
3.Children go through significant different stages in their learning.
Children born with different reflexes or schemes become structures becomes hierarchical structures/levels.
It would be fair to say that this model is good...But not completely right.
PIAGET IS AN IMPORTANT ELEMENT IN CONSTUCTIVIST PARADIGM.
Stage one and two pretty right... Though he misses out on the emotional reality/intelligence during the teenage years. Spirituality is also a growing realm of interest for teenagers.
A child is constructing their own form of understanding.
VYGOTSKY
Vygotsky says children have to socially interact and they have to have that opportunity...
Vygotsky says we only learn by socially interacting with others.
If you interactwith others and learn socially then you remember more.
A discussion needs to be scaffolded, go for the think, pair share.Have a teacher position, children teach each other, use the jigsaw metnod where you get all teh experts together to help them to learn. Graffiti model
WHAT IS YOUR IDEA OF THE PERFECT TEACHER
THE EXPERT TEACHER
- MAKES A HECK OF A DIFFERENCE. usually the least identifiable person in the school. Don;t really care about being in charge. Turn up do their job and go home. They're their own person because they are very knowledgable about their subject area. Members of the professional association. Go to the annual conference, pay for it themselves if they have to. Wonderful network of contacts.
Very free spirit totally focused and fully informed.
2. Always at class on time usually early. Children on time. Older one down at the cafe with her. Voluntary engagement from children to learn. Each student getting feedback all the time.
Always have basket full of books and articles that students may be interested in. Interact with students happily and voluntarily. Genuine interest in students. Genuine care.
They have a massive impact on the results of the students. Marks are high, everyone passionate about her class. ANU research comparing grade 3 and grade 5 tests, identifying the teachers.
Get students to take control of their own learning, children go for it.
Hattie has done a lot of research on what makes an expert teacher. 500,000 in fact
KUHN speaks about paradigms. Specifically Creationism v evolution. Newton and Einstein had different ways of looking at the world. Two ways of thinking about the same things.
Kuhn called that a paradigm. Same applies in teaching. Depending on mindset of those speaking and those listening. Constructivist paradigm. Up until 5-10 years ago, there was more of a behaviourist paradigm. Teachers role is imparting information, skills. Teacher centered, students passive.
EVERY MUST LEARN ENGLISH. ALAN SAYS A CHILD HAS TO ESTABLISH THEIR OWN THINKING PATTERNS AND this is best done in their own culture, their own language...Then they can construct their own understandings from there.
Definitions of paradigm.
A set of assumptions, concepts, values, and practices that constitutes a way of viewing reality for the community that shares them, especially in an intellectual discipline.
A paradigm is a guiding framework or idea's which fundamentally shapes and determines our understanding of the world.
The Entities that go to make up the paradigm.
The paradigm is successful if you can explain everything you see. When there are exceptions there are problems. eg. The nuclear family. Now 54% of people live alone in a residence. The classic nuclear family - 30%.
Underpinning all this study is an underlying view of reality. What are we really trying to do in education.
Philosophy Now- Good magazine.
CONSTRUCTIVIST REVOLTION
PIAGET
1.Piaget had idea that children think differently and learn differently form adults. This was an amazing paradigm shift.
2.They consttruct their own schemes.
3.Children go through significant different stages in their learning.
Children born with different reflexes or schemes become structures becomes hierarchical structures/levels.
It would be fair to say that this model is good...But not completely right.
PIAGET IS AN IMPORTANT ELEMENT IN CONSTUCTIVIST PARADIGM.
Stage one and two pretty right... Though he misses out on the emotional reality/intelligence during the teenage years. Spirituality is also a growing realm of interest for teenagers.
A child is constructing their own form of understanding.
VYGOTSKY
Vygotsky says children have to socially interact and they have to have that opportunity...
Vygotsky says we only learn by socially interacting with others.
If you interactwith others and learn socially then you remember more.
A discussion needs to be scaffolded, go for the think, pair share.Have a teacher position, children teach each other, use the jigsaw metnod where you get all teh experts together to help them to learn. Graffiti model
WHAT IS YOUR IDEA OF THE PERFECT TEACHER
THE EXPERT TEACHER
- MAKES A HECK OF A DIFFERENCE. usually the least identifiable person in the school. Don;t really care about being in charge. Turn up do their job and go home. They're their own person because they are very knowledgable about their subject area. Members of the professional association. Go to the annual conference, pay for it themselves if they have to. Wonderful network of contacts.
Very free spirit totally focused and fully informed.
2. Always at class on time usually early. Children on time. Older one down at the cafe with her. Voluntary engagement from children to learn. Each student getting feedback all the time.
Always have basket full of books and articles that students may be interested in. Interact with students happily and voluntarily. Genuine interest in students. Genuine care.
They have a massive impact on the results of the students. Marks are high, everyone passionate about her class. ANU research comparing grade 3 and grade 5 tests, identifying the teachers.
Get students to take control of their own learning, children go for it.
Hattie has done a lot of research on what makes an expert teacher. 500,000 in fact
NEAR DEATH EXPERIENCE AND EXPERT TEACHING
REM happens with hallucination and dreaming but not with near death experience. see the light . Go for the tunnel. Come back with a strong feeling of what they want to do in the world.
Come back with a strong feeling of what they want to do in the world.
Free spirits that come and do their own lives. totally secure and focused on the tasks of the students . There are more around than you think.
Friday, May 4, 2007
5.May
MOTIVATION TO LEARN
Dreikurs theorises that there 5 main things that are sought in life:
1. a safe and secure place where they belong
2. To be loved and valued
3. To have power
4. To have freedom
5. To have fun and learning
Glasser says there are 5...
1. Love, belonging and acceptance
2. Personal power, competency and achievment
3. Survival, safety and security
4. Freedom, independence and autonomy
5. Fun and learning
Glasser psycologically based.
Dreikur coming more from social theory. Need to belong to a social group...So every lesson do group work.
Must create wonderful place to be ALSO as member of social group.
Dreikurs and Glasser go together. Social setting for group/class- the way we do things around here. In practise you need to teach the children how to operate effectively in a group.
Compare and contrast Dreikurs and Glasser.
Structure lesson so as these are
When Dreikurs says that the heart and soul is to BELONG and create UNITY
HOW TO MOTIVATE STUDENTS TO LEARN
1. Make sure that general environment is supportive of learning and co-operation, mutual respect.
2. This is the way we do things here in my classroom, in this learning place. Find the ones that feel they don't belong. Take time to be with them. If you can get them to feel they belong. Telling a good story is one way of doing it.. Play a game... Get them talking about something that's in the zpd of the day. .
If it still doesn't work.... Go to Canter and PUSH... Pretty difficult
Dominant model for classroom management in Australia is CANTER. '
Canter- teacher rights. All coming from sense of power and control. Doesn't work.
Rules in classroom based on needs of teacher, not students.
Two types of problems.
1. non-disruptive...looking out the window, day-dreaming
2. disruptive (see Dreikurs)
MASLOW'S HIERARCHY OF NEEDS
Dreikurs theorises that there 5 main things that are sought in life:
1. a safe and secure place where they belong
2. To be loved and valued
3. To have power
4. To have freedom
5. To have fun and learning
Glasser says there are 5...
1. Love, belonging and acceptance
2. Personal power, competency and achievment
3. Survival, safety and security
4. Freedom, independence and autonomy
5. Fun and learning
Glasser psycologically based.
Dreikur coming more from social theory. Need to belong to a social group...So every lesson do group work.
Must create wonderful place to be ALSO as member of social group.
Dreikurs and Glasser go together. Social setting for group/class- the way we do things around here. In practise you need to teach the children how to operate effectively in a group.
Compare and contrast Dreikurs and Glasser.
Structure lesson so as these are
When Dreikurs says that the heart and soul is to BELONG and create UNITY
HOW TO MOTIVATE STUDENTS TO LEARN
1. Make sure that general environment is supportive of learning and co-operation, mutual respect.
2. This is the way we do things here in my classroom, in this learning place. Find the ones that feel they don't belong. Take time to be with them. If you can get them to feel they belong. Telling a good story is one way of doing it.. Play a game... Get them talking about something that's in the zpd of the day. .
If it still doesn't work.... Go to Canter and PUSH... Pretty difficult
Dominant model for classroom management in Australia is CANTER. '
Canter- teacher rights. All coming from sense of power and control. Doesn't work.
Rules in classroom based on needs of teacher, not students.
Two types of problems.
1. non-disruptive...looking out the window, day-dreaming
2. disruptive (see Dreikurs)
MASLOW'S HIERARCHY OF NEEDS
Comparing Glasser and Maslow...Dreikurs says we have a need to belong to a social group. Glasser says yes- and 5 more needs. Maslow's and Glasser's are very similar...(Maslow came first)
Maslow further informs Glasser.
Maslow's Ten Points for educators....
1.We should teach people to be authentic, to be aware of their inner selves and to hear their inner-feeling voices.
2.We should teach people to transcend their cultural conditioning and become world citizens.
3.We should help people discover their vocation in life, their calling, fate or destiny. This is especially focused on finding the right career and the right mate.
4.We should teach people that life is precious, that there is joy to be experienced in life, and if people are open to seeing the good and joyous in all kinds of situations, it makes life worth living.
5.We must accept the person as he or she is and help the person learn their inner nature. From real knowledge of aptitudes and limitations we can know what to build upon, what potentials are really there.
6.We must see that the person's basic needs are satisfied. This includes safety, belongingness, and esteem needs.
7.We should refreshen consciousness, teaching the person to appreciate beauty and the other good things in nature and in living.
8.We should teach people that controls are good, and complete abandon is bad. It takes control to improve the quality of life in all areas.
9.We should teach people to transcend the trifling problems and grapple with the serious problems in life. These include the problems of injustice, of pain, suffering, and death.
10.We must teach people to be good choosers. They must be given practice in making good choices.
1. ZPD...make the topic relevant to students.
It has to be one that the 'worst kid' (or the most attention seeking one) in the class is interested in. Must connect with the children.
Of all the things you prepare- the first couple of minutes is vitally important. If child is interested and engaged- you have also set up a relationship with the child and brought them into the classroom and made them belong.
If you have 6 difficult children, you must be prepared before you start. Must give attention and responsibility. The naughtier the child needs inclusion.
Best maths teacher Alan ever saw carried around a bucket of chocolate frogs.
2. MOTIVATION
Abit of competition and acknowledgement. Put childs name on board who gets the question right.
Get to the point of looking at every child and getting Glasser classification.
eg.power....acknowledge them...Let them be in charge of a group.
Think of an activity that has fun.
3. Board of Studies. You need to make sure your lesson has the 3 outcomes
-knowledge, skills and values. You need to know this.
4. Let children know goals of class. What is expected of them, what they need to do.
5. Critical to determine what the students already know. (prior learning)
6. Must have concrete activities and do something that is constructive.
three domains(Gardener) or categories (intelligences) Must cater to all three domains to have a successful class. Give choice and diversity within the lesson. Hence all students are engaged.
www.surfaquarium.com really good to check out. So three activites eg. act out/dramatise topic, make a song, write an essay.
7. Key questions (Blooms). Must get up to top end of Bloom's taxonomy.
What colours are roses?
what kind of impressions may people have when encountering a rose.
how can you use a rose to really create something special?
Key questions must relate to deep learning ie higher order learning. Do activity and then answer questions. Often questions can't be answered....So we work in groups, and have social interaction which improves zpd etc.
3 types of groups
think pair share
jigsaw
'graffiti''
8. Communication. Affirming students
Thursday, May 3, 2007
methods of teaching 4.5.07
http://www.reconciliation.org.au
http://www.reconciliation.org.au/i-cms.isp?page=147
In order to get your diploma of education you have to do 2 teaching practices
10 week internship + 2 week school immersion.
http://www.reconciliation.org.au/i-cms.isp?page=147
In order to get your diploma of education you have to do 2 teaching practices
10 week internship + 2 week school immersion.
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