COX. E. 18054097 EDU5MLE:EDU5PFL TASK 3

Views:
 
Category: Education
     
 

Presentation Description

No description available.

Comments

Presentation Transcript

Assessment task 3:

Assessment task 3 Elizabeth Cox 18054097 Creating a positive learning environment (Creative Commons, 2016)

Overview:

Overview Everyone can learn Equip students with the tools they need for the future Learning is inclusive Encourage Inquisitive and collaborative learning Reflect, reflect and reflect. (Creative Commons, 2016)

1. Everyone can learn :

1. Everyone can learn We all learn differently! How can we learning? How can students be supported to challenge themselves? (Creative Commons, 2016) (Creative Commons, 2016)

AITSL Professional Standards for Teacher:

AITSL Professional Standards for Teacher 1. Know students and how they learn 1.2 Understand how students learn 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

Planning for learning & assessment:

Planning for learning & assessment Plan lessons using different formats that suit different learning styles. Purpose of an assessment: find out what students know and what they can do, learn about their strengths and weaknesses, evaluate teaching and learning, plan future learning sessions, report to other students learning and performance and identify students who need special assistance. Assessments are completed using different formats: summative, formative and diagnostic.

Classroom design:

Classroom design Create a learning community. “Learning communities are places that provide a positive and enabling context for learning for all participants involved in the school” ( Groundwater-Smith et al., 2015 , p. 4). Students to share decisions on how the classroom is organised and set up. The classroom is a shared learning space. At the start of the year encourage students to bring something from home to decorate the classroom. The physical environment needs to be interesting and stimulating. (Creative Commons, 2016)

Routines & rituals:

Routines & rituals (Unknown, 2015)

Learning & conduct:

Learning & conduct Dreikurs' Social Discipline model is based on ( Wikibooks , 2014, para. 3): 1 . Humans are social beings and their basic motivation is to belong 2. All behavior has a purpose 3. Humans are decision-making organisms 4. Humans only perceive reality and this perception may be mistaken or biased and The ultimate purpose of effective classroom management is to create order in a disorderly environment and transfer values to students.

Expectations & consequence:

Expectations & consequence Each student has a responsibility in the classroom. These duties are change on a “regular basis to give children the chance to do something different” ( Groundwater-Smith et al., (2015, p. 11). Allocate the duties with care and sensitivity. How to respond to challenging behaviour: Encourage the student at every opportunity. Show some interest in something that interests the student. Modify curriculum or assessment (kinesthetic / visual learner). Fight the impulse to say something straight away Address the behaviour with the student (in private).

2. EQUIP STUDENTS WITH THE TOOLS THEY NEED FOR THE FUTURE:

2. EQUIP STUDENTS WITH THE TOOLS THEY NEED FOR THE FUTURE Groundwater-Smith et al., (2015, p. 11) state: “ The most critical attribute of any technology used in teaching and learning is its capacity to engage learners and support their efforts to understand the things they are studying .” “ Students can improve their problem-solving, cooperative and communication skills through the collaborative use of ICTs .” ( Mahar & Harford (2004, p. 15 )

A collaborative learning space:

A collaborative learning space (AITSL , 2014)

AITSL Professional Standards for Teacher:

AITSL Professional Standards for Teacher 2. Know the content and how to teach it 2.6 Information and Communication Technology (ICT) 3. Plan for an implement effective teaching and learning 3.4 Select and use resources 4. Create and maintain supportive and safe learning environments 4.5 Use ICT safely, responsibly and ethically

Classroom design:

Classroom design ICT resources are available to students and teachers as demonstrated in the images below. (Creative Commons, 2016)

Planning for learning & assessment:

Planning for learning & assessment Planning for learning: Students to understand the rules around the use of ICT’s. The teacher to provide clear instructions on why the students are using the ICT’s. Use technology as as tool that supports and scaffolds learning. Assessment: Students to complete their assessment using the ICT’s. The teacher to use Assessment OF Learning to make judgments on student achievement against goals and standards.

Routines & rituals:

Routines & rituals Establish routines for students to use either an iPad or computer by creating a timetable. Establish rules for using technology with the students input. For example: Only visit approved websites Don’t give out personal information Never download anything without permission If you see something inappropriate, report it to the teacher Do not eat or drink near equipment (iPads / Computers). Place the rules on a board in the classroom. Create a ‘technology’ space where the students can use iPads for learning.

Learning & conduct:

Learning & conduct Students to use ICT tools in a productive manner. Students to work together when required using ICT’s. Students to respect school equipment. Students to listen to the teacher when providing clear instructions (direct instructions). Students to try and learn about technology. Provide education to students regarding cyber bullying.

Expectations & consequence:

Expectations & consequence Set the expectations at the start of every lesson on how to use ICT’s. For example, technology should aid learning not be a distraction. Technology is a useful learning tool for students. Establish consequences if the iPads are used inappropriately. Consequences to be set according to misbehaviour . Establish consequences if students are inappropriately using technology. Also, set consequences with the students regarding cyber bullying.

3. Learning is inclusive:

3. Learning is inclusive “Learner diversity is not just about physical diversity but includes intellectual and cultural diversities too. Teachers need to create inclusive classrooms” ( Groundwater-Smith et al., (2015, p. 521). Diverse linguistic Cultural religious Socioeconomic backgrounds; and Differentiating learning to meet specific needs to students from a range of abilities. “The learning strategies we employ are embedded in our social and cultural relationships” ( Groundwater-Smith et al., 2015 , p. 543).

AITSL Professional Standards for Teacher:

AITSL Professional Standards for Teacher 1. Know students and how they learn 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities 1.6 Strategies to support full participation of students with a disability

Planning for learning:

Planning for learning Ensure that the planned learning covers the whole range of diverse learners in the class. “ Schools and teacher education institutions reflect the growing linguistic and religious diversity of our communities, and need to find ways to address both the challenges and opportunities they represent” ( Burridge , N. 2009, para. 2). Use Gardner’s multiple intelligences in planned learning.

Assessment:

Assessment Continue to apply the same assessment methods as in Principle 1: Assessment for learning Assessment as learning Assessment of learning (The State of Victoria (Department of Education and Training), 2016).

Classroom design:

Classroom design Create a learning community. “Learning communities are places that provide a positive and enabling context for learning for all participants involved in the school” ( Groundwater-Smith et al., 2015, p. 4). The classroom is a shared learning space . Accommodate student diversity. At the start of the year encourage students to bring something from home to decorate the classroom.

Routines & rituals:

Routines & rituals Celebrate all holidays and traditions and involve the class to create a greater understanding of culture diversity (where appropriate). Steve, D, 2008, p. 9 states that our diversity is: 85% European descent 2.5% Indigenous (aboriginal and Torres Strait Islander) 25% of the population born overseas 15% speak a language other than E nglish at home.

Learning & conduct:

Learning & conduct All students to be supported in a positive classroom environment. All students to work together (when required). The teacher to take into account each students’ learning abilities. The teacher to take into account different ways to be inclusive of all students.

Expectations & consequence:

Expectations & consequence Each school has a motto that includes a principle related to diversity. Everyone has the right to learn. If students impact on other students’ learning than misbehaviour should have consequences. Some examples of consequences are: Loss of privileges Time out or take a break Apology Warning

4. Encourage Inquisitive & Collaborative learning:

4. Encourage Inquisitive & Collaborative learning “Cooperative learning is an instructional strategy in which learners work together in small groups to help one another achieve a common learning goal” ( Groundwater-Smith et al., 2015, p. 423). Inquisitive should be encouraged and promoted within a classroom. (Creative Commons, 2016)

AITSL Professional Standards for Teacher:

AITSL Professional Standards for Teacher 3. Plan for and implement effective teaching and learning 3.1 Establish challenging learning goals. 4. Create and maintain supportive and safe learning environments 4.1 Support student participation.

Planning for learning & Assessment:

Planning for learning & Assessment Planning for learning tools: Cooperative learning Collaborative learning Assessment: (The State of Victoria (Department of Education and Training), 2016).

Classroom design:

Classroom design (Creative Commons, 2016)

Routines & rituals:

Routines & rituals (Creative Commons, 2016)

Learning & conduct:

Learning & conduct Direct instruction for cooperative and collaborative learning. The teacher to plan, manage and monitor the learning environment. Groups to be formed: on their own, random selection or place specific individuals in groups. Encourage diversity in groups. Encourage students to begin to explore different learning areas.

Expectations & consequence:

Expectations & consequence Inquisitive learning: Everyone has the right to learn Collaborative learning: Students to learn to work together individual and group accountability positive interdependence appropriate interpersonal skills reflective learners

5. REFLECT, REFLECT & REFLECT:

5. REFLECT, REFLECT & REFLECT “A reflective practitioner – who can think about teaching while teaching and responding appropriately to any unique situation that may arise” ( Fogelgarn, 2016). Reflective teaching can be summarised as: a process where teachers think about their teaching practices analyze how something was taught what improvements could be made for better learning outcomes what is the current process and why.

AITSL Professional Standards for Teacher:

AITSL Professional Standards for Teacher 6 . Engage in professional learning 6 .1 Identify and plan professional learning needs 6 .2 Engage in professional learning and improve practice 6.3 Engage with colleagues and improve practice 6.4 Apply professional learning and improve student learning

Planning for learning & assessment:

Planning for learning & assessment Effective teaching characteristics: Stanford University (n.d.) states “effective teachers appear again and again to display certain characteristics, while ineffective teachers tend to make the same mistakes repeatedly .”

Classroom design:

Classroom design How to create an engaging and reflective classroom: Place student desks in groups (four desks per group) Create centres Create a meeting spot in the classroom Classroom decoration Safety in the classroom. (Creative Commons, 2016)

Routines & rituals:

Routines & rituals As a teacher I aim to be: supportive reflective establish set routines establish clear rules with the students in the class create classroom rituals that are fun and enjoyable work with students.

Learning & conduct:

Learning & conduct As a teacher be: inspirational encouraging supportive honest caring passionate (Creative Commons, 2016)

Expectations & consequence:

Expectations & consequence Expectations: set classroom expectations and consequences in line with the school policy. the teacher to undertake professional training and development opportunities. always improve (reflect, reflect and reflect). Consequences: student learning suffers from the same method or routine. teacher performance.

Conclusion:

Conclusion (Creative Commons, 2016)

authorStream Live Help