Intro to Teaching Exam Revision

Teacher Roles

communicator and facilitator, expert and decision maker, investigator and reporter, classroom manager, active advocate,

What is the role of an expert and decision maker in education?

Make decisions that promote student learning.

What is a key responsibility regarding assessment techniques for educators?

Use correct assessment techniques and report information to stakeholders

Investigator and Reporter

build community of learners, use assessment data to identify learning needs, celebrate learning, report information to parents and educators

Classroom Manager

plan carefully, well organised, safe learning environment, create opportunities to co learn, encourage social interaction

Active Advocate

contributes to the profession, advocates for students, empowers students

Three things that make an effective teacher?

Professional knowledge, professional practice, professional engagement

Professional Knowledge

1. Know students and how they learn 2. Know the content and how to teach it

Professional Practice

1. Plan for and implement effective teaching and learning 2. Create and maintain supportive and safe learning environments 3. Assess, provide feedback and report on student learning

Professional Engagement

1. Engage in professional learning 2. Engage professionally with colleagues, parents/carers and community

Dept of Ed Shared Values

Integrity, equity, voice, truth-telling, teamwork, care, learning

Integrity

to act in the best interest of students and be accountable, honest with strong ethical and moral principles

Equity

recognise different needs and circumstances and strive for learning environments free of discrimination

Voice

encouraging honest and respectful sharing of ideas and empowering students' voices

Truth-telling

commitment to learning history of aboriginals and creating culturally safe learning

Teamwork

support, encourage and inspire others, and recognise the importance of collaboration

Care

practice mutual respect, be attentive and considerate and strive to keep ourselves and others safe

Learning

have a positive approach to learning and advance it by believing all students have the capacity to learn

Duty of Care

reasonable steps taken by school staff to protect students from risks that are reasonably foreseeable

AITSL Standard 1

Know students and how they learn

AITSL Standard 2

Know content and how to teach it

AITSL Standard 3

Plan for and implement effective teaching and learning

AITSL standard 4

Create and maintain supportive and safe learning

AITSL Standard 5

Assess, provide feedback and report on student learning

AITSL Standard 6

Engage in professional learning

AITSL Standard 7

Engage professionally with colleagues, parents/carers and the community

Learning environment

affects students moods, feelings and ability to learn and play

Positive learning environments

maximise learning for students and view the person as a whole

What are the four key components of a positive learning environment?

physical, social-emotional, intellectual and temporal environment

Physical environment

how the area is organized, - space, storage, lighting, furniture design, safety, technology, materials

Social-emotional environment

the feeling and tone of learning area set by teachers and students - welcoming, active listening, feelings of approval and acceptance

Intellectual environment

how students engage with learning activities - safe space to take educational risks, learning is valued, performance expectations are explicit, effort is celebrated, tasks are challenging

Temporal environment

how time is used - managing transitions between activities, students need predictability, students have choices within time frames

How to create a positive learning environment?

spaces are well planned, age appropriate, flexible and responsive,

Reggio Emilia Approach

student centered philosophy that believes children are active learners and capable of constructing their own knowledge, and that the classroom environment acts as the 'third teacher'

Reasons students misbehave

basic needs not met, attention seeking, exercise power, disguise inadequacy, immature, home situation, ineffective teacher, medical issues

What do effective teacher believe in regard to classroom management?

Effective teachers have a proactive and predictive approach in belief all students will misbehave at some point

what are some ineffective ways teachers respond to challenging behaviours?

reactive, believe students should always behave well, with gut instinct, emotionally and visibly

What are some effective ways teachers respond to challenging behaviours?

anticipate students don't always behave well, deal out consequences, predict behaviours, and prepare strategies

Predictive/preventative approach

managing behaviour is continuous and doesn't only occur after an incident - being proactive and observing students, focus on preventing or reducing behaviours rather then preventing them

Kounin Principles

Kounin has seven classrom management strategies: with-it-ness, momementum, smoothness, group alerts, attentive and active, overlapping, overexposure

Principle 7 Over exposure

avoid overexposure of a topic so students don't become bored and are less resistance to new tasks

Principle 6 Overlapping

Good teachers can manage two or more things at once

Principle 5 Attentive and active

Keep learners engaged by varying lesson content or activity types

Principle 4 Group Alerts

gain student attention and clarify expectations

Principle 3 Smoothness

smooth lessons help keep students involve and engaged, transitioning smoothly between tasks and avoiding repetition of instructions

Principle 2 momentum

good lesson pace keeps the students on track; lessons begin and conclude clearly and on a strong note

Principle 1 with-it-ness

ability to know what is going on in all parts of the room at all times - having 'eyes in the back of your head', scanning the room, nipping things in the bud

Low key responses

subtle ways of letting students know they are misbehaving

What are the key aspects of a LKR?

the response is short, class environment stays positive, non verbal response, doesn't disrupt flow of lesson, doesn't trigger escalation

LKR response example 1

winning over (connecting) - increase chances student likes and respects you as a thoughtful and caring educator

deal with problem not student

low key response - focus on behaviour not intent

Deal with allies first

low key response - sort out the situation promptly where two students cooperate to be disruptive together

be polite

- using manners can soften requests and make it harder for behaviour to escalate

model appropriate behaviour

low key response - voice, organisation skills, fairness, punctuality

come on back

give students a way back in after behaviours dealt with to help restore positive relationship

cue to start

cue to start - signal to begin, a signal to quieten the class so they're ready to begin

signal type of response

signal type of response- be clear on how you want students to respond to instructions

use minimal or non verbal signals,

gesture, look, pause, students' name

plan student movement

- engage efficient and orderly movement around the room

be on the aler (with -it-ness)

low key response - scan the room and know what is going on at all times

proximity

- move closer to student, to let them know their behaviour is not appropriate

private dialogue

- quiet chat to preserve dignity and mutual respect between teacher and students

tactical ignore

- know when to tactically ignore and when to respond to behaviours so as not to get side tracked

The three dimensions that impact communication

mode, purpose, participants

Mode

spoken, non-verbal, image, text

Purpose

to question, give instructions etc

Participants

speaking clearly, active listening, familiar with each other or not

Connecting Universal Needs

belonging, independence, mastery, generosity

mastery universal need

learning from more knowledgeable others allows students to improve and grow

generosity universal need

students who feel their contributions are valued are more likely to give, share and help others

independence universal need

encourage responsibility and independence to make mistakes and grow

belonging universal need

students feel supported, integrated and part of the community

Fundamental part of effective teaching?

Building positive relationships with students, teachers and parents

Curriculum

description of what to teach, guidelines about how to teach it, and a justification of why we teach it

Teaching Standards are set b?

ACARA federal , SCSA WA

SCSA

School Curriculum and Standards Authority (WA)

ACARA

Australian Curriculum, Assessment and Reporting Authority

Learning goals

developed from curriculum content descriptions and have a measurable outcome

ABCD of Learning Goals

Audience, Behaviour, Conditions, Degree

Audience

who will be learning? small group, whole class etc

behaviour

what new behaviours will be learnt, what will you observe students doing to show their learning, and what is the specific learning concept

condition

conditions associated with task, what strategies/tools will be used to achieve goal

degree

how will you determine level required for success and to what degree do students need to perform the behaviour to what accuracy/quality?

Assessment

ongoing process of gathering, analysing and reflecting on evidence to make informed judgements about achievement or capabilities of learners

What has been a shift in thinking in regards to asssessment?

Assessment used to just audit learning, and be a snapshot at the end of the topic, now it is an important part of supporting learning and is embedded in every lesson

assessment for learning

occurs when teachers use inferences about student progress to inform their teaching

assessment as learning

occurs when students reflect on and monitor their progress to inform their future learning goals

assessment of learning

occurs when teachers use evidence of student learning to make judgments on their achievements against the standard

Primary purpose of assessment

is to improve students performance by monitoring progress and development, recognising areas of needs, reporting on achievement, being accountable to stakeholders and making informed judgements about future teaching

Stakeholders in assessment

students, parents, principal. community, government

types of assessment

diagnostic, formative, summative

diagnostic

find out what students already know and use as a starting point for planning lear ning

formative

during learning sequence, observing, taking notes

Summative

has goal of lesson/topic been met- checklist, rubric, test results, collecting work samples

What way is assessment most effective?

Assessment is most effective when it is ongoing, rather then only at the end of a learning topic

culturally responsive teaching

approach cultural diversity as a strength, consider your communication and interaction

Which AITSL Standard related to teaching diverse learners?

Standard 1.5 differentiate teaching to meet specific learning needs of students across full range of abilities

Standard 1.6 students with disabilities must be supported to participate fully in lessons

Differentiation

the act of modifying instruction to respond to different learners needs

student centered learning strategies q

roleplay, problem solving, games, group discussion, inquiry-based learning - lends itself to cooperative and collaborative learning