Transcript LAYOUT OF SLIDES - DRAFT 1 - EDP-128-Group

What
it
takes
to
be
an
effective
What it takes to be an effective teacher
in the
teacher in the
year 2010 and beyond....
year 2010 and beyond....
Compiled by:
Nora Lopes
Sarah Matheson
Sarah Montefiore
Melissa Robinson
Craig Winchcombe
Contents
THEORIES OF TEACHING & LEARNING
EFFECTIVE CLASSROOM
MANAGEMENT
BEHAVIOURISM
CLASSROOM MANAGEMENT GOALS
HOW BEHAVIOURISM IMPACTS
LEARNING
PROFESSIONALISM
COGNITIVISM 1
PEDAGOGICAL KNOWLEDGE
THEORIES OF CHILD DEVELOPMENT
LEARNER DIVERSITY
COGNITIVISM 3
LEARNERS WITH EXCEPTIONALITIES
CONSTRUCTIVISM
DIGITAL STUDENTS
HOW CONSTRUCTIVISM IMPACTS
LEARNING
TEACHERS OF TODAY – TEACHERS
OF THE FUTURE
MOTIVATIONAL THEORIES
CHARACTERISTICS OF A 21ST
CENTURY TEACHER
HOW MOTIVATION IMPACTS
LEARNING
CLASSROOM OF THE FUTURE
THEORY OF COOPERATIVE LEARNING
& ITS IMPACT ON THE CLASSROM
CONCLUSION
Theories of Teaching
and Learning
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
“Teaching and learning are two of the most fundamental
components of the educational process, and both topics have
long been of interest to a variety of individuals concerned with
education, from philosophers to educational psychologists. Within
an educational context, the two phenomena are so inextricably
intertwined that it often is difficult to imagine one without the
other” (Schuell, T.J., 1993).
21st Century
Educators
Classroom
Management
Learner
Diversity
Professional
Knowledge
Base
Professionalism
Motivation
CONSTRUCTIVIST
THEORY
Pedagogy
Digital
Students
Assessment
Behaviourism
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
BEHAVIOURAL
CONSEQUENCE
REINFORCEMENT
An event that decreases the
likelihood that a behaviour
will recur
POSITIVE REINFORCEMENT
An increase in behaviour
that results from being
presented with a stimulus
NEGATIVE REINFORCEMENT
An increase in behaviour
that results from and
aversive stimulus being
removed or avoided.
PUNISHMENT
An event that decreases the
likelihood that a behaviour
will recur
PRESENTATION
PUNISHMENT
An decrease in behaviour
that results from being
presented with a stimulus
REMOVAL PUNISHMENT
An decrease in behaviour
that results from a
stimulus being removed.
Figure 6.1 Consequences of behaviour (Eggen & Kauchak, 2010)
Behaviourism
Definition
•
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
“Behaviourism is a theory that explains learning in terms of
observable behaviours and how they’re influenced by stimuli
from the environment. It defines learning as a relatively enduring
change in observable behaviour as a result of experience.”
(Eggen & Kauchak, 2010)
Weaknesses
•
•
Behaviourism theory has its limitations. It can not explain higher
order thinking and is considered ineffective in its use as a learning
theory. (Eggen & Kauchak, 2010)
Intrinsic motivation will be more useful to students then
behaviour driven learning.
Strengths
•
•
While behaviourism is not effective in teaching practices it is
most commonly used for creating a positive learning environment
and forming positive behaviour patterns (Eggen & Kauchak,
2010).
Classroom management is one area that behaviourism theory is
widely used by educators.
Behaviourism for Classroom Management
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
Avoiding a Stimulus e.g.
Removal of a potential
punisher following good
behaviour.
Adding a Stimulus e.g.
Praising students
Positive
Punishment
Punishers are not effective
in
promoting
positive
behaviour. However they
can be necessary in reducing
undesirable behaviour and
should be used sparingly.
e.g. Timeouts
Detention
Removal of Privileges
Reinforcement
Using Behaviourism
for Effective
Classroom
Management
Negative
Antecedents
“ Stimuli that precede and
induce behaviours” (Eggen &
Kauchak, 2010. P. 173)
e.g. Environmental
Stimuli
Teacher behaviour
Prompts & Cues
Cognitivism
.
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
Cognitive – Development Theory
Underlines the thought processes and their
changing
character
over
the
period
of
development.
(Click on 1st picture to open hyperlink)
Sociocultural Theory
This pertains to the effects and influences of social
and cultural systems on development by way of
interaction with others.
(Click on 2nd picture to open hyperlink)
Developmental Systems Theory
Highlights the various internal and external aspects
which come together to contribute to the
development of the child.
(Click on 4th picture to open hyperlink)
Cognitivism
Whatitit
What
takes to be
takes
to
be
an effective
anteacher
effectivein
the year
teacher
in
2010
and
the year
beyond....
2010 and
beyond....
The North American Division Office of Education (2010) defined cognitivism as
an information processing theory which explains how people perceive, learn,
remember, and think about information. Cognitivism was established primarily
by learning theorists Jean Piaget, Lev Vygotsky, David Ausubel, and Jerome
Bruner.
Eggen & Kauchak (2010) continued to suggest the theory is grounded on the
following principles:
• Learners’ experience influence learning and development
• Learners’ are mentally active in their attempts to comprehend those
experiences
• Learner’s construct their knowledge as a result
of developing understanding of their experiences
• Constructed knowledge relies on the knowledge
the learner already possess
• Social environments improve learning
Theories of Child Development
Whatitit
What
takes to be
takes
to
be
an effective
anteacher
effectivein
the year
teacher
in
2010
and
the year
beyond....
2010 and
beyond....
Social Learning
Theory
• McDevitt & Ormrod (2010) defined
social learning theory as a theoretical
perspective that concentrates on how
children’s beliefs and goals affect their
actions.
Psychodynamic
Theory
• Psychodynamic theories defined by
McDevitt & Ormrod (2010) focuses on
the affect early experiences , internal
conflicts and the environment have on
later characteristics and behaviour.
Biological
Theory
• Theoretical view acknowledged by
McDevitt
& Ormrod (2010) as
inherited physiological structures of the
body and brain that assist survival,
growth and learning
Constructivism
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
Constructivism is a philosophy of learning founded on the premise
that, by reflecting on our experiences, we construct our own
understanding of the world we live in. “Despite differences, all
who study constructivism agree with the following principle:
Learners construct, rather than record their own knowledge”
(Eggen & Kauchak, 2010). Each of us generates our own “rules”
and “mental models,” which we use to make sense of our
experiences. Learning, therefore, is simply the process of adjusting
our mental models to accommodate new experiences.
Characteristics of constructivism:
• Learners Construct knowledge
that makes sense to them.
• New learning depends on current
understanding.
• Social interaction facilitates
learning.
• The most meaningful learning
occurs within real-world tasks.
Figure 8.1 Characteristics of constructivism (Eggen & Kauchak, 2010)
How Constructivism Impacts
Learning
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
Constructivism presents an alternative view of what is
regarded as knowledge, suggesting that there may be
many ways of interpreting or understanding the world.
Provide learners with a variety of
examples and representations of
content
Connect content to the real
world.
Promote high levels of
interaction.
Treat verbal explanations
skeptically.
Promote learning with
assessment.
Figure 8.3 Suggestions for Classroom Practice
(Eggen & Kauchak, 2010)
Motivational Theories
Student motivation lies in the core of influencing performance and achievement at
school. With the fast growing technological advances and a growing knowledge
base, it is essential that motivation be continuous .
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
As with learning, different theories of motivation offer frameworks for understanding
student motivation. Theoretical views of motivation are outlined as:
THEORIES OF MOTIVATION
BEHAVIOURIST
THEORIES
Focus on changes in
behaviour that result
from experiences
with the
environment.
COGNITIVE and
SOCIAL COGNITIVE
THEORIES
Examine people’s
expectations and
beliefs and their
attempts to
understand how the
world works.
SOCIOCULTURAL
THEORIES
Emphasize individuals
participation in
communities that
value and support
learning.
HUMANISTIC
THEORIES
Emphasize people’s
attempts to fulfill
their total potential
as human beings.
Figure 10.2 Theoretical views of motivation (Eggen &
Kauchak, 2010, p286)
“Motivation is the process whereby goal-directed activity is instigated and
sustained” (Schunk, Pintrich & Meece, 2008, p4, as cited in Eggen & Kauchak, 2010).
How Motivation Impacts on
Learning
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
Student motivation influences both the learning journey and the meeting of
expected outcomes. “Motivation is often classified into two broad categories.
These are Extrinsic and Intrinsic Motivation. Extrinsic motivation is motivation to
engage in an activity as a means to an end, whereas Intrinsic motivation is
motivation to be involved in an activity for it’s own sake” (Schunk et al., 2008 as
cited in Eggen & Kauchak, 2010).
Students Needs and Motivation to Learn
Three theories based on students needs are defined by Eggen &
Kauchack, 2010 as:



Maslow’s hierarchy of needs (outlined below)
The need for self-determination
The need to preserve self-worth
Maslow’s hierarchy of needs
Growth needs
Self-actualization
(reaching one’s full
potential)
Deficiency needs
Self-esteem
(recognition and
approval)
Maslow’s hierarchy of needs, adapted from Figure
10.3, Eggen & Kauchak, 2010, p290
Belonging
(love and
acceptance from
family and peers)
Safety
(freedom from
physical or emotional
threat)
Survival
(shelter, warmth,
food, water)
Theory of Cooperative Learning
& It’s Impact on the Classroom
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
Collaborative and cooperative learning describes students working together in
established groups to achieve a common goal. The view of a constructivist
approach is that collaborative work offers many advantages to enhance
learning.
The impact of Collaborative and cooperative learning on the classroom when
working in well established and structured groups can benefit students in a
positive way by:
Giving students an equal
opportunity in achieving
desired goals. All group
members
are
working
towards a common goal.
Can enhance less able
students understanding of
topic.
Enhance social skills in
working with peers and in
leadership skills.
Improve communication
and interpersonal skills.
A wide range of thinking
skills are utilised when
students are explaining,
negotiating and solving
problems.
Emotional
development
through
ideas
being
supported
in
an
enthusiastic
and
encouraging group.
“Cooperative Learning is a set of instructional models in which students work in
mixed-ability groups to reach specific learning and social interaction objectives.
Cooperative learning is grounded in Vygotsky’s (1978, 1986) work, with its emphasis
on social interaction as a mechanism for promoting cognitive development”
(Eggen & Kauchak, 2010, p419).
Effective Classroom
Management
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
A well managed classroom impacts of the motivation of students
within the environment.
“Principles of Planning for Classroom Management”
“Developmental
differences
Influence
Classroom
Management”
“Management &
Instruction are
Interdependent”
“Classroom
Organization is
Essential for
Classroom
Management”
“Rules &
Procedures Are
the
Cornerstone of
an Effective
Management
System”
“The First Days of
School Set the
Tone for the
Year”
(Eggen & Kauchak, 2010, p356)
Classroom Management
Goals
Provide an environment of caring and trust to establish a safe,
supportive, and positive learning environment for all students.
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
Encourage cooperation amongst students by developing learner
responsibility.
“Goals of Classroom Management”
“Creating a
Community of Caring
& Trust”
“Developing Learner
Responsibility”
“Maximizing Time and
Opportunity for
Learning”
(Eggen & Kauchak, 2010, p354)
Professionalism
The effective teachers knowledge needs to cover the social, cultural and
learning needs of all students and knowledge of developmental
characteristics of each individual student.
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
Teachers standards are being raised as cited in Eggen & Kauchak (2009) to
become professionals who know and can do more.
Characteristics of Professionalism:
Commitment
to Learners
Decision
Making
Professionalism
Reflective
Practice
Professional
Knowledge
Characteristics of professionalism Figure
1.1, Eggen & Kauchak (2009)
Pedagogical Knowledge
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
General
Pedagogical
knowledge
“Involves
and
understanding of essential principles of instruction and
classroom management that transcends individual topics
or subject matter areas” (Borko & Putnam, 1996; DarlingHammond & Bransford, 2005 as cited in Eggen & Kauchak,
2010, p11)
General Pedagogical
Knowledge
Instructional Strategies
Classroom Management
Learner Diversity
What
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the year
year
2010
and
2010
and
2010
and
beyond....
beyond....
beyond....
Socioeconomic
status
Gender
Culture
Language
As teachers we need to embrace the diversity of our
students and use the knowledge we have of these
differences to provide a better learning experience.
Learners with Exceptionalities
These include students:
What itit
What
takes to
to be
takes
be
an
an effective
effective
teacher
in
teacher in
the year
year
the
2010
2010 and
and
beyond....
beyond....
Who are
Gifted &
Talented
Attention – Deficit/
Hyperactivity Disorder
Intellectual Disabilities
or
Visual Disabilities
Who have
Learning
Disabilities
Behaviour Disabilities
Communication
Disorders
Hearing Disabilities
Autism Spectrum
Disorders
“Students who need special help and resources to
reach their full potential.”
(Kauffman, McGee & Bingham, 2004 as cited in Eggen & Kauchak, 2010, p.16)
Digital Students
“Today, the vocabulary of computing is all
around you”
(Shelly et al., 2008).
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
Students today are real time learners using different technology to express
themselves. Students who graduate from our schools in the 21st century will have to
have the skills needed to be effective workers, citizens, and leaders in the new
global economy.
Today’s students are essentially different from previous generations in the way they
think, access, absorb, interpret, process and apply information.
Above all, they are different in the way they view, interact, and communicate in
this technology-rich world.
Understanding Today’s Digital Generation
Students from Previous Generations
Today’s Digital Students
Passive communicators
Hypercommunicators
Single taskers
Multitaskers
Work orientated
Play orientated
Linear thinking
Random access
Relevancy not critical to learning
Learning has to be relevant & fun
Single sensory input
Multisensory input
Text-based first
Digital and graphics first
Reality-based
Fantasy-based learning
Conventional speed
Twitch speed
Figure 1-16 (Shelly et al., 2008)
Classroom of the Future
What
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takes
to
be
takes to be
an
aneffective
effective
teacher inin
teacher
the
the year
year
2010 and
2010
and
beyond....
“Effective authentic teachers in the 21st century combine
a living curriculum, media and technology with an
inspirational classroom to empower and engage”
(missmelissa73, 2009)
beyond....
(Click on classroom to open hyperlink)
Teachers of Today….
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
Unfortunately, there are still some educators in today’s society that are stuck in the old
rote memorisation learning, lecturing, passing on information and not exploring or
motivating students to learn. They are stuck in one teaching mode in the same old dull
way, with dry lectures, boring worksheets and text books, repetition and drill. This would
prove to be very boring for students.
…Teachers of the Future
In the future teachers are going to have to wear many different hats and be very flexible.
Teachers will need to move away from single subjects and into a greater range of
expertise. Jobs, now and in the future, are not for life. Educators are going to have to be
diverse in following young people’s interests.
Characteristics of a 21st Century Teacher
What characteristics should a 21st Century teacher posses?
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
We know teaching is student centered. We know too, that
they must be 21st Century learners as well. But teachers are
more than this.
The Visionary
The Model
The Learner
The
Communicator
The Risk Taker
The Adaptor
The
Collaborator
Conclusion
.
(Click on globe to view clip)
What it
takes to be
an effective
teacher in
the year
2010 and
beyond....
Teaching 2010 & Beyond
In light of the fast changing world, it is essential that teachers
keep abreast of theory and classroom practice, keep current,
and be open to improvements and advancements in education
procedures and ever changing technologies to enhance our
students learning experience.
References
Fetherston, T. (2006). Becoming an effective teacher. Sydney: Thompson
Eggen P., & Kauchak D. (2010) Educational Psychology - Windows on Classrooms (8th
Ed.). New Jersey: Pearson Education, Inc.
Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007). Teaching challenges &
dilemmas (3rd. ed). South Melbourne: Thompson.
Shuell T.J., (1993) Journal Article Excerpt. Toward an Integrated Theory of Teaching
and Learning. Vol 28
Shelly, G., Cashman, T., Gunter, R., & Gunter, G. (2008) Teachers Discovering
Computers, Integrating Technology and Digital Media in the Classroom (5th Ed.).
Boston: Cengage Learning
Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., & Nosworthy, M. (2004). Learning for
teaching: Teaching for learning.Victoria: Thompson
References continued….