This youtube video - humourous view of NAPLAN like testing - came my way via email from teaching professionals and seems to sum up the feeling of Naplan at the school level. Personally, without too much knowledge on this subject, I am interested to learn more about it, not only from the teachers' point of view (as they are the one's implementing it and their judgments being judged), but from the data side of things to know if the data is, in fact as is recorded, for rich purposes ...
Kylie B
Wednesday, July 21, 2010
Sunday, July 11, 2010
T3, Week 1, 1-4: Pedagogy in Practice: Building my repertoire of skills
As outlined in the coursework for Learning and Pedagogy in Secondary EDED20487, there is also a range of strategies for use in the classroom that could come under the heading of pedagogy (or behaviour management) that impact on how effective instructional design will be in practice. My task here is to identify and reflect continuously on these.
Through observation and reflection it is important to build on that repertoire of skills too and these will complement my work in the design of effective pedagogy. These will include looking at such areas as:
- how to gain student attention
- how to organise and manage groups
- how to sequence and order activities an manage time
- how to monitor what is happening in the classroom and be pro-active in the management of problems and conflicts
- how to manage transition between activities
- how to use questioning techniques to promote learning and manage learner engagement
- how to use praise and feedback to promote learning.
This will be a work in progress which will begin here with some strategies for:
Gaining attention:
- Proximity
- Pause in talk
- Cueing
- Curriculum redirection
- Calling the student’s name
Giving instructions
- Waiting and scanning
- Oral directional phrase
- Verbal redirection: directive questioning
- Verbal redirection: Directive statement
- State logical consequence
- Follow through: enforce consequence
Managing transitions
- Waiting and scanning
- Non-verbal redirection
- Bracketing or "changing channels"
- Bracketing or "changing channels"
Organizing groups
- Non-verbal redirection
- Oral directional phrase
- Give choices (incorporating consequences)
Manage behaviours pro-actively
- Attitudes and perceptions discussion
- Attitudes and perceptions discussion
- Tactical Ignoring
- Selective attending –e.g. comment positively on the person next to the child who
requires behaviour modification
requires behaviour modification
- Waiting and scanning
- Distraction or diversion
- Calling the student’s name
- Individual close talk
- Give choices (incorporating consequences)
- State logical consequence
- Follow through: enforce consequence
- Move student in room
- Move student to reflection or time-out area
- Remove student from the classroom
- Have a third party remove student from the classroom
- Remove rest of class from the room or area (e.g. if student is violent, throwing things etc)
Giving praise and feedback
- Body language encouraging
- Descriptive encouraging
- Individual close talk
Use questioning techniques
- Questioning to redirect
Other effective strategies
- set clear classroom rules and expectations and reinforce them
- be organised
- plan, plan, plan, but be flexible also.
- be friendly
- set clear classroom rules and expectations and reinforce them
- be organised
- plan, plan, plan, but be flexible also.
- be friendly
This will be an ongoing post. Please feel free to add suggestions at any time.
T3, Week 1: The role of reflection in teaching - a response to Prestridge & Watson
What do I believe the role of reflection to be teaching? It is interesting that upon progressing through this post graduate teaching course I was at first overwhelmed with the expectations of reflecting on my work and "did not feel experienced enough to reflect". Suddenly I was reflecting through forums, creating a new blog, reflecting on activities, reflecting on lesson writing and performance. AAHHGG! However, once I began engaging in reflection as a professional practice and certainly during my time in school practicums, I realised just how important I found reflection to be in my personal growth, my learning journey and ultimately to how I perceived my self and my learners. Interestingly, I realised how I reflect unconsciously all of the time about other things in my life and this was a way of constantly monitoring and allowing for readjustment and improvement and experimentation and growth.
Once I had become comfortable with reflecting and understood how it was enhancing my development as a learner, I was able to enjoy the process and benefit from it. When reflecting, I not only undertake a critical and honest look at myself, my learners, my practice and my beliefs, but I also engage in making cognitive changes and improvements. For me, reflection initiates questions and I find myself actively seeking new information, extensions to information I may already have, justifications and alternatives and profession discussions with my Mentor Teachers and other teachers also. I appreciate and practice honesty in my reflections on how I am progressing and am perhaps one of my harshest critiques (something I also need to work on as being part of honesty), I understand the importance of equally addressing my strengths and weaknesses and to be conscious of working to improve areas of weakness, fill gaps and build my skills base. This is what I understand to be the way in which I will continue to learn and make sense of my direction and profession.
In my experience and opinion to date, my practice of reflection is important not only to my development and the growth and learning of my learners, but it is helping me to understand the complexities of the profession in which I am studying to enter. It is assisting me to "make sense" of the teaching profession and it works to "validate" my work and allows me to work towards seeing myself as such a professional. It allows me to gain confidence in my work each time I reflect and adapt lessons to meet the needs of my learners.
Prestridge, S., & Watson, G., (2004) Developing classroom teachers' understanding of multiliteracies: the role of reflection as outlined in EDED20487 Learning and Pedagogy in Secondary. CQUniversity. Retrieved 11 July 2010 from http://www98.griffith.edu.au/dspace/bitstream/10072/2084/1/25767_1.pdf
Once I had become comfortable with reflecting and understood how it was enhancing my development as a learner, I was able to enjoy the process and benefit from it. When reflecting, I not only undertake a critical and honest look at myself, my learners, my practice and my beliefs, but I also engage in making cognitive changes and improvements. For me, reflection initiates questions and I find myself actively seeking new information, extensions to information I may already have, justifications and alternatives and profession discussions with my Mentor Teachers and other teachers also. I appreciate and practice honesty in my reflections on how I am progressing and am perhaps one of my harshest critiques (something I also need to work on as being part of honesty), I understand the importance of equally addressing my strengths and weaknesses and to be conscious of working to improve areas of weakness, fill gaps and build my skills base. This is what I understand to be the way in which I will continue to learn and make sense of my direction and profession.
In my experience and opinion to date, my practice of reflection is important not only to my development and the growth and learning of my learners, but it is helping me to understand the complexities of the profession in which I am studying to enter. It is assisting me to "make sense" of the teaching profession and it works to "validate" my work and allows me to work towards seeing myself as such a professional. It allows me to gain confidence in my work each time I reflect and adapt lessons to meet the needs of my learners.
Prestridge, S., & Watson, G., (2004) Developing classroom teachers' understanding of multiliteracies: the role of reflection as outlined in EDED20487 Learning and Pedagogy in Secondary. CQUniversity. Retrieved 11 July 2010 from http://www98.griffith.edu.au/dspace/bitstream/10072/2084/1/25767_1.pdf
T3, Week 1: Reflective practitioner
Self reflection
What have I learnt
Upon reflection, I have over-viewed my learning of the fore-mentioned as follows:
Pedagogy I understand to be teaching for learning through the application of pedagogical frameworks that put the learner as the focus of the teaching/learning experience, a process where the learning is based on authentic learning principles to enhance and engage the learner, the process of the teacher joining the learner on the learning journey and a concept where teaching and learning acknowledges that learners learn in different ways and may experience different conditions which affect their learning, and as such examines and incorporates strategies which are inclusive and enhancing to all types of learners.
Learning - the process of making meaning out of experience, experiences + programmed knowledge + questioning insight.
Meta-learning - being aware and taking control of one's own learning
Teaching - guiding and facilitating learning, scaffolding learning activities and mediation of learning experiences.
Pedagogy - teaching for learning
Pedagogical Content Knowledge - "The teacher understands the concepts, the tools of inquiry, and structures of the discipline(s) they teach and can create learning experiences that make these aspects of subject matter meaningful for students"
Fisher, R. (2010). Learning, Teaching and Pedagogy. Retrieved July 11, 2010, from CQUniversity e-courses, EDED20456 Pedagogical Content Knowledge.
My experience in school so far has allowed me to acquire knowledge on and demonstrate skills in curriculum knowledge in my specialist teaching areas of LOTE and SOSE (Senior Syllabus also), planning, preparation and record keeping, implementation of learning experiences I have designed and observed, creation and growth of interpersonal skills with learners and teaching colleagues, personal attitude adjustment and development and commitment to teaching, classroom management development, up-skilling to observe, reflect, assist/collaborate and teach.
Certainly my prior understanding of what teaching was has been challenged and updated. Embedded Professional Learning in schools has enabled me to witness, practice and reflect on pedagogical frameworks and understand the importance of developing my pedagogical understanding, develop a large bank of strategies, be very adaptable and flexible, be creative, be focused on and dedicated to my learners and their learning, continually reflect and adapt my own practice, observe and reflect on the practice of other professionals, continue to grow and build, and truly appreciate my learning journey alongside those that I am facilitating and monitoring the learning of.
What have I learnt
- about pedagogy so far?
- from pedagogical content knowledge?
- from my experience in schools?
Upon reflection, I have over-viewed my learning of the fore-mentioned as follows:
Pedagogy I understand to be teaching for learning through the application of pedagogical frameworks that put the learner as the focus of the teaching/learning experience, a process where the learning is based on authentic learning principles to enhance and engage the learner, the process of the teacher joining the learner on the learning journey and a concept where teaching and learning acknowledges that learners learn in different ways and may experience different conditions which affect their learning, and as such examines and incorporates strategies which are inclusive and enhancing to all types of learners.
Learning - the process of making meaning out of experience, experiences + programmed knowledge + questioning insight.
Meta-learning - being aware and taking control of one's own learning
Teaching - guiding and facilitating learning, scaffolding learning activities and mediation of learning experiences.
Pedagogy - teaching for learning
Pedagogical Content Knowledge - "The teacher understands the concepts, the tools of inquiry, and structures of the discipline(s) they teach and can create learning experiences that make these aspects of subject matter meaningful for students"
Fisher, R. (2010). Learning, Teaching and Pedagogy. Retrieved July 11, 2010, from CQUniversity e-courses, EDED20456 Pedagogical Content Knowledge.
My experience in school so far has allowed me to acquire knowledge on and demonstrate skills in curriculum knowledge in my specialist teaching areas of LOTE and SOSE (Senior Syllabus also), planning, preparation and record keeping, implementation of learning experiences I have designed and observed, creation and growth of interpersonal skills with learners and teaching colleagues, personal attitude adjustment and development and commitment to teaching, classroom management development, up-skilling to observe, reflect, assist/collaborate and teach.
Certainly my prior understanding of what teaching was has been challenged and updated. Embedded Professional Learning in schools has enabled me to witness, practice and reflect on pedagogical frameworks and understand the importance of developing my pedagogical understanding, develop a large bank of strategies, be very adaptable and flexible, be creative, be focused on and dedicated to my learners and their learning, continually reflect and adapt my own practice, observe and reflect on the practice of other professionals, continue to grow and build, and truly appreciate my learning journey alongside those that I am facilitating and monitoring the learning of.
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