VIGNETTE FOR SECONDARY STUDENTS
Poor Mr Jones! It appears his well-intentioned constructivist approach was poorly implemented, his lesson plan lacked a basic understanding of how to manage group work effectively, and his classroom management strategies were flawed.
According to the first of Gagné’s nine events of instruction, that of gaining attention, (Fetherston, 2006), the lesson was lost before it even began.
Mr. Jones started the lesson without first gaining everyone’s attention. It is stated that the students arrived in a disorderly manner and bought with them a problem or issue originating from outside the classroom. Mr. Jones failed to recognise that the students had an issue and missed the opportunity to deal with it effectively. In fact Mr. Jones could have used this as the very thing to consolidate the group’s interest, gain their attention and help solve a problem all at the same time. Each lesson must begin with something that will engage all students so it is essential for the teacher to find out what their interests are and make sure you have something to engage them.
Vygotsky introduced us to the Zone of Proximal Development-ZDP. Vygotsky said: “Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.”
Social interaction in a classroom is provided by group work. This involves students collaborating in their learning. There are clear guidelines for effective group work. Mr. Jones had opted to use the interactive instruction strategy. It appears he did outline the topic clearly, but failed to communicate a set of specific student learning outcomes and structuring of the tasks to be done. He did not set the amount of discussion time, or specify the order of reporting/presentations, and most essentially the composition of the groups.
The success of the interactive instruction strategy is heavily dependent upon the expertise of the teacher in structuring and developing the dynamics of the group. There was no recognition of the group, as it was stated that students moved across groups and changed groups. Interactive instruction requires the refinement of listening, observation, interpersonal skills and abilities by both teacher and students. In this case what the teacher lacked in
discipline strategies seemed to have a direct correlation to students generally misbehaving (standing on desks) as well as students making fun of each other’s work during the presentations.
If we were to look at Jacob Kounins ideas, he talks about good ‘Lesson Movement’ and ‘withitness’- The ability for the teacher to know what is going on in the classroom at all times. He found that organization and planning were keys to good classroom management, emphasizing the strong relationship between effective management and effective teaching. He said this is maintained through withitness, overlapping- the ability to attend to multiple things at the same time, momentum- the flow of a lesson, smoothness- maintaining direction in the lesson and not losing focus, and group focus.
Kounin also coined a term, the Ripple effect, saying that how a teacher handled misbehaviour of a particular student, influences the other students who were not misbehaving. Mr. Jones’ lesson clearly lacked these vital managerial techniques.
The allocation of resources also seems to have been poorly planned. There was no allowance made for handing out the props in a balanced and orderly way and insufficient quality time was allocated for the play preparation.
Post group reflection and assessment in groups was overlooked, and it appears there was little resolution or conclusion to the lesson at all. This was a missed opportunity for higher order thinking to be exercised and a deep level of learning to occur. Each presentation could have been evaluated, analysed and discussed amongst the groups.
One of the frustrations in-group work is that only some individuals contribute. This is why it is important that you prepare well for group work. The technical word is scaffold learning. Positive interdependence encourages interaction within the group. Mr. Jones really missed this opportunity.
The groups must also be given appropriate space to work. Only groups that have a reliable and trustworthy configuration could be allowed to work outside. Before being given permission to go outside, students need to be given clear directions and time constraints; for example, you can work under the fig tree and you will need to be back in 25 minutes, plus you are able to take these resources. Groups remaining inside could be allocated spaces allowing Mr. Jones to observe and support students in a co-operative and friendly manner. Students exhibiting disruptive behaviours could require more attention. This model of working would allow the teacher to ascertain the student’s motives for disruptive behaviour and apply corrective strategies. Mr. Jones could effectively visit each group and provide oral feedback, recognize and use non-verbal cues, and pose interesting questions. The key to all effective group discussion is framing the question in a manner that encourages participation of all members, and addresses the issues at hand. He may have asked the students to imagine if physical or mental strength was the most important factor in this crisis/rescue situation. He could suggest they include some evidence of both in their presentation.
If we were to apply Bloom’s taxonomy (Marsh 2004) to this lesson plan, Mr Jones’ plan should have included a goal to achieve higher order thinking, with students in the end critiquing each other’s dramatic solutions. Unfortunately, the students only really got as far as “a couple of points were made about not going in the water to help”. Using active listening skills students need to be educated to value all contributions and allow for diversity in responses such that all members are valued.
Mr. Jones was to teach water safety using purely theoretical classroom activities. This lesson could have been experienced in a pool setting, applying ‘authentic learning principles’ (Fetherston, 2006). This would have met the students with a real experience, more suited to the unfolding drama of water rescue. If there was no possibility of this, then there could have been some motivational expectation built into the exercise; for example, if we get this right in the classroom, we’ll be ready to go on our field trip and will not need to repeat the exercise.
The task of the teacher is to motivate all learners such that they enjoy learning experiences and approach learning willingly because they view it as personally significant. This is when deep learning can occur.
Designing a motivating classroom requires specifications facilitating motivation among all learners by firstly finding out what motivates them and then setting up the classroom accordingly. Students must feel safe, respected in their diversity, received in their ability, encouraged in a way that is respectful, and have certain autonomy to achieve their goals. Their work must be purposeful and worthwhile and they need to have a degree of success as well as a feeling that the learning is fun. Although Mr. Jones set up the perimeters for the groups to work within, they could still be allowed autonomy and freedom to come up with creative, dynamic, entertaining ideas for their rescue presentations. They could even work within the genre of comedy to create a presentation on what you must never do, (along the lines of The Bike Lesson of the Berenstain Bears-recommended reading for any teacher!) This lesson could really have been a lot a fun; a quality Glasser tells us is an essential driver among student’s needs.
In conclusion I would say the major concern was the way the lesson began. You only have one chance to make a first impression and given the age of these lively Year 9 students, they can be quite unforgiving if they are not motivated to engage. Groups needed to be clearly allocated and given specific expectations and a detailed sequence of tasks. A reflective conclusion to the lesson is essential, such that students can engage in higher order thinking and link to future directions and activities, in this case the field trip.
Class management requires a range of discipline strategies whereby the teacher is in the lead. In Mr. Jones’ classroom there were several missed opportunities for applying corrective discipline strategies mainly due to lack of organization.
As far as an effective lesson plan, the major factors contributing to Mr. Jones’ dismay were the group's configuration, including indoors vs. outdoors. When grouping in future Mr. Jones may wish to consider gender balance, diversity of participants and the need to group/pair randomly, that is, the teacher choosing the groupings. Mr. Jones fell short on all these vital considerations. Had Mr. Jones been in control, leading the class through active modelling, he could have relaxed and observed the process of the performances being created, and intervened if required.
The class disintegrated into a riot/chaos- a time waster. Effective group learning requires efficient time use. Mr. Jones could have asked himself…what roles will members have? What amount of time will be allocated? How will people be kept on task? What structure will the group take? It is essential for students to have a feedback mechanism for their solution to you the teacher, and their fellow students. It is here that group work begins.
Resources:
Fetherston, T. (2006). Becoming an Effective Teacher. Australia: Thompson
Classroom Discipline and Management Problems: an Australian Perspective John Wiley and Sons Australia Ltd.
Marsh, C. (2004). Becoming a Teacher: Knowledge, skills and issues. Australia: Pearson Education.
Classroom management 2004-http://wik.ed.uiuc.edu/index.php/Kounin,_Jacob
Retrieved June 24th, 2007
Gagne's book, The Conditions of Learning, 1965
Sunday, 24 June 2007
Tuesday, 19 June 2007
EXAMINATION 4238 Question 1.
EXAMINATION 4238
Question 1.
William Glasser bases his management of children in the classroom on the meeting of their 5 basic Drivers. Explain how you would act in a classroom to ensure that the 5 drivers in Year 9 students are met and thus allow effective learning to take place.
Answer 1.
This classroom would have to take a constructivist approach . I envisage active, engaged learners, an enthusiastic teacher and a myriad of opportunities for the children to learn with and from each other, using quality resources. Hattie’s research discovered that the greatest variance in a student’s ability to achieve n their potential, regardless of their initial ability, was in fact the teacher! So here is how I would go about ensuring that the basic drivers of year 9 were met in the classroom.
Love belonging and acceptance- Live by example. Teenagers hate hypocrisy. Walk the talk! The classroom would be orientated in such a way that the the students would feel welcome and understood creating a mood that is authentic and loving. Communication and respect are paramount to a successful classroom. By the teacher appropriately sharing their quest for learning, struggles and failures as well as hopes, achievements and questions, the relationships develop trust. This ideal learning space gives students a sense belonging, like a nest, a 'sense of place' - an identity, this is something all communities need, and indeed it can be argued that a principle cause of alienation, crime and dysfunction is the loss of this sense of identity. By nurturing respect and responsibility in a teaching/learning situation our ability to solve problems increases. These relationships “become effective” and lay the basis for a teacher to support students in making right choices in relation to their behaviour.
Personal power competency and achievement- Today's learners are strong individuals who need to be empowered to find their own paths. They need to be anchored in a secure sense of self in order to determine their optimal ways of learning. All intelligences must be catered for and given recognition. In an atmosphere of mutual respect and support, individual power and freedom enrich the learning potential of students.
I would negotiate boundaries based on common sense and negotiate logical consequences should these boundaries be transgressed.
Survival safety and security- An ideal learning space gives students a sense of home, it offers security and orientation, This is a trusting, safe learning environment where risks are taken and where intellectual boundaries are constantly pushed. The idea is not to actually MAKE them do things but strive to organise it that they arrange, plan and do it themselves.
Freedom, independence and autonomy- Allowing students, step by step, to consciously recognize the balance between freedom and responsibility. Support them in increasing their levels of self-responsibility with maturation.
Cooperation is essential to successful education. Help students work hard and willingly journey with the teacher towards ever new goals as this will promote quality in school work. Students are given various response options to tasks set in acknowledgment of their multiple intelligences.
“There are two lasting bequests we can hope to give our children.
One of these is roots, the other, wings.” Hodding Carter
Fun and Learning- 'Expert teachers are proficient at creating an optimal classroom climate for learning. ' Hattie
Rejoice! Acknowledge achievements, and positive behavior. Enjoy the time you get to spend with your students. Also acknowledging when you are tired or burnt out and taking necessary steps to revive. I would strive for a learning environment that was relaxed and creative, active and receptive to new experiences.
This model helps teachers develop effective relationships whilst promoting a high degree of autonomy and resposibility for students. If difficulties arise the teacher must first ask “ What is the purpose of the students behavior? and “How can I help the student learn a replacement behavior.” This is based on the premise that the only person whose behavior we control is our own.
Rudolf Steiner asserted- "KNOW THYSELF"- , and in doing so you learn to understand the world around you, including your students.
Question 1.
William Glasser bases his management of children in the classroom on the meeting of their 5 basic Drivers. Explain how you would act in a classroom to ensure that the 5 drivers in Year 9 students are met and thus allow effective learning to take place.
Answer 1.
This classroom would have to take a constructivist approach . I envisage active, engaged learners, an enthusiastic teacher and a myriad of opportunities for the children to learn with and from each other, using quality resources. Hattie’s research discovered that the greatest variance in a student’s ability to achieve n their potential, regardless of their initial ability, was in fact the teacher! So here is how I would go about ensuring that the basic drivers of year 9 were met in the classroom.
Love belonging and acceptance- Live by example. Teenagers hate hypocrisy. Walk the talk! The classroom would be orientated in such a way that the the students would feel welcome and understood creating a mood that is authentic and loving. Communication and respect are paramount to a successful classroom. By the teacher appropriately sharing their quest for learning, struggles and failures as well as hopes, achievements and questions, the relationships develop trust. This ideal learning space gives students a sense belonging, like a nest, a 'sense of place' - an identity, this is something all communities need, and indeed it can be argued that a principle cause of alienation, crime and dysfunction is the loss of this sense of identity. By nurturing respect and responsibility in a teaching/learning situation our ability to solve problems increases. These relationships “become effective” and lay the basis for a teacher to support students in making right choices in relation to their behaviour.
Personal power competency and achievement- Today's learners are strong individuals who need to be empowered to find their own paths. They need to be anchored in a secure sense of self in order to determine their optimal ways of learning. All intelligences must be catered for and given recognition. In an atmosphere of mutual respect and support, individual power and freedom enrich the learning potential of students.
I would negotiate boundaries based on common sense and negotiate logical consequences should these boundaries be transgressed.
Survival safety and security- An ideal learning space gives students a sense of home, it offers security and orientation, This is a trusting, safe learning environment where risks are taken and where intellectual boundaries are constantly pushed. The idea is not to actually MAKE them do things but strive to organise it that they arrange, plan and do it themselves.
Freedom, independence and autonomy- Allowing students, step by step, to consciously recognize the balance between freedom and responsibility. Support them in increasing their levels of self-responsibility with maturation.
Cooperation is essential to successful education. Help students work hard and willingly journey with the teacher towards ever new goals as this will promote quality in school work. Students are given various response options to tasks set in acknowledgment of their multiple intelligences.
“There are two lasting bequests we can hope to give our children.
One of these is roots, the other, wings.” Hodding Carter
Fun and Learning- 'Expert teachers are proficient at creating an optimal classroom climate for learning. ' Hattie
Rejoice! Acknowledge achievements, and positive behavior. Enjoy the time you get to spend with your students. Also acknowledging when you are tired or burnt out and taking necessary steps to revive. I would strive for a learning environment that was relaxed and creative, active and receptive to new experiences.
This model helps teachers develop effective relationships whilst promoting a high degree of autonomy and resposibility for students. If difficulties arise the teacher must first ask “ What is the purpose of the students behavior? and “How can I help the student learn a replacement behavior.” This is based on the premise that the only person whose behavior we control is our own.
Rudolf Steiner asserted- "KNOW THYSELF"- , and in doing so you learn to understand the world around you, including your students.
EXAMINATION ED4238 Question 2.
EXAMINATION ED4238
Question 2.
The best classes are those where students are motivated to learn. Such lessons have included in their learning structure the best learning theories.
How would you structure a lesson so that students are really engaged in their learning? Explain the learning theories that would underpin your approach.
Students will be motivated if they feel safe, secure, and that they belong (Hanson 1998)
A central tenant of Glasser’s Choice Theory is the belief that we are internally, not externally motivate. According to Glasser, we are driven by five genetic needs: survival, love and belonging, power, freedom, and fun. Glasser’s 'hierarchy of needs' is a useful starting point for thinking about what may be motivating student's behaviour, also leading us to look at what is happening in the classroom rather than at the individual student's behaviour. Motivation in education and student behaviour will come about through changing the way classrooms function rather than trying to change the students' behaviour. Lessons can potentially become boring if students are not engaged and at the same time expected not to misbehave. Glasser says this is like asking someone who's sitting on a hot stove to sit still and stop complaining. I like the way Glasser suggests that a key way of changing the traditional classroom function is to move away from "boss" teaching to "lead" teaching, giving students much more responsibility, independence and choice about the things they do (eg what they study and how).
Glasser’s approach recognizes that each student is different and will therefore have different learning styles; each student is essentially an individual who has free choice. This helps teachers change their outlook on how to motivate student effectiveness as it helps teachers see students as individuals. For example, if a student is lacking power, devise classroom strategy that addresses this deficit. A lack of fun could call for a greater sense of play in the classroom.
The main focus of Rudolf Dreikurs’ educational theory was on establishing a learning environment which would be democratic in nature and give students a sense of belonging. Mutual trust between student and teacher was emphasized, evolving from a variety of practices, including group discussions about class concerns; a democratic classroom and teaching style; helping students gain a sense of belonging and social interest: a condition in which students come to see that it is to their advantage to contribute to the welfare of a group.
Dreikurs model is an ideal one for enhancing student empowerment and motivating students. Dreikurs’ model promotes a democratic classroom that has a friendly and inviting nature, opportunities for leadership, co-operation, acknowledgement, guidance, encouragement and shared responsibilities; encouraging students to become self-disciplined.
Classroom management is a key ingredient for creating a positive learning environment. In regard to techniques for best results, personal motivational forces and actual behavior are very important- the only way to know how motivated your students are is to observe and manage their behavior. Knowing your students is essential to a successful lesson, including prior knowledge of what students have learnt.
Howard Gardner has identified different kinds of intelligence we possess. This has particularly strong ramifications for structuring lessons, if we can identify children's different strengths among these intelligences, we can accommodate different children more successfully according to their orientation to learning. Gardeners multiple intelligences can be catergorized into 3 broad domains-Analytic Domain, Interactive Domain ,Introspective Domain. Every lesson should include engaged and meaningful contact with a broad spectrum of classroom methods and activities.
In 1956, Benjamin Bloom lead a team of educational psychologists who developed a classification of levels of intellectual behaviour important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level. Bloom's 5 levels of taxonomy aim to order cognitive activity from very simple to highly complex. When using Bloom’s taxonomy we aim for the top- synthesis and evaluation; asking key questions which in turn leads to higher order thinking.
Vygotsky introduced us to the Zone of Proximal Development-ZDP. Vygotsky said : “Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.”
Each lesson must begin with something that will engage all students so it is essential for the teacher to find out what their interests are and make sure you have something to engage them. We must connect to the students. This sets up a working relationship between student and teacher and brings the student into a social relationship with the class. This helps them have a sense of belonging- they must be included and be given attention. Vygotsky (1978) states: “All the higher functions originate as actual relationships between individuals." (p57). It is important to make sure group work is included in the lesson. Think, pair, share; Jigsaw; and Grafetti methods are all relevant.
The theory that learning consists of making the right connection was popularized by George Siemens and given the definition 'connectivism.'Stephen Downs espouses his methodology in his blog, OLDaily (short for Online Learning Daily).
The idea here relates once again to factors that motivate students; if they feel connected to what they are learning, you are well on the way to having a sucessful lesson.
Piaget tells us that students construct their own knowledge. Piaget’s theory suggests teachers must plan a developmentally appropriate curriculum that enhances their students' logical and conceptual growth. Teachers must emphasize the critical role that experiences and interactions with their surrounding environment play in student learning. For this reason teachers must include activities which are constructive.
It is the task of the teacher to design learning experiences and develop effective leadership strategies that promote motivation for all learners. Teachers must acquire verbal encouragement techniques that reduce student risk and reinforce student effort. By discovering how meaningful work and achieving goals supports all types of learners, teachers will be much better placed to motivate students. Teachers can give affirmation, take time for reflection – Hattie believes feedback to students is a key to motivation.
The social theory developed by Durkhiem and Bourdieu concede that motivation to learn is also influenced by habitus -'those aspects of culture that are anchored in the body; or, daily practices of individuals, groups, societies and nations. It includes the totality of learned habits said to "go without saying" for a specific group.' - Marcel Mauss. This includes school culture.
Finally, be sure to include Board of Studies requirements when planning a lesson. Every lesson should be embedded to address the 3 areas of outcomes: knowledge, skills, values and attitudes.
Resources:
Developing the Lesson, by Alan Coman
Question 2.
The best classes are those where students are motivated to learn. Such lessons have included in their learning structure the best learning theories.
How would you structure a lesson so that students are really engaged in their learning? Explain the learning theories that would underpin your approach.
Students will be motivated if they feel safe, secure, and that they belong (Hanson 1998)
A central tenant of Glasser’s Choice Theory is the belief that we are internally, not externally motivate. According to Glasser, we are driven by five genetic needs: survival, love and belonging, power, freedom, and fun. Glasser’s 'hierarchy of needs' is a useful starting point for thinking about what may be motivating student's behaviour, also leading us to look at what is happening in the classroom rather than at the individual student's behaviour. Motivation in education and student behaviour will come about through changing the way classrooms function rather than trying to change the students' behaviour. Lessons can potentially become boring if students are not engaged and at the same time expected not to misbehave. Glasser says this is like asking someone who's sitting on a hot stove to sit still and stop complaining. I like the way Glasser suggests that a key way of changing the traditional classroom function is to move away from "boss" teaching to "lead" teaching, giving students much more responsibility, independence and choice about the things they do (eg what they study and how).
Glasser’s approach recognizes that each student is different and will therefore have different learning styles; each student is essentially an individual who has free choice. This helps teachers change their outlook on how to motivate student effectiveness as it helps teachers see students as individuals. For example, if a student is lacking power, devise classroom strategy that addresses this deficit. A lack of fun could call for a greater sense of play in the classroom.
The main focus of Rudolf Dreikurs’ educational theory was on establishing a learning environment which would be democratic in nature and give students a sense of belonging. Mutual trust between student and teacher was emphasized, evolving from a variety of practices, including group discussions about class concerns; a democratic classroom and teaching style; helping students gain a sense of belonging and social interest: a condition in which students come to see that it is to their advantage to contribute to the welfare of a group.
Dreikurs model is an ideal one for enhancing student empowerment and motivating students. Dreikurs’ model promotes a democratic classroom that has a friendly and inviting nature, opportunities for leadership, co-operation, acknowledgement, guidance, encouragement and shared responsibilities; encouraging students to become self-disciplined.
Classroom management is a key ingredient for creating a positive learning environment. In regard to techniques for best results, personal motivational forces and actual behavior are very important- the only way to know how motivated your students are is to observe and manage their behavior. Knowing your students is essential to a successful lesson, including prior knowledge of what students have learnt.
Howard Gardner has identified different kinds of intelligence we possess. This has particularly strong ramifications for structuring lessons, if we can identify children's different strengths among these intelligences, we can accommodate different children more successfully according to their orientation to learning. Gardeners multiple intelligences can be catergorized into 3 broad domains-Analytic Domain, Interactive Domain ,Introspective Domain. Every lesson should include engaged and meaningful contact with a broad spectrum of classroom methods and activities.
In 1956, Benjamin Bloom lead a team of educational psychologists who developed a classification of levels of intellectual behaviour important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level. Bloom's 5 levels of taxonomy aim to order cognitive activity from very simple to highly complex. When using Bloom’s taxonomy we aim for the top- synthesis and evaluation; asking key questions which in turn leads to higher order thinking.
Vygotsky introduced us to the Zone of Proximal Development-ZDP. Vygotsky said : “Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.”
Each lesson must begin with something that will engage all students so it is essential for the teacher to find out what their interests are and make sure you have something to engage them. We must connect to the students. This sets up a working relationship between student and teacher and brings the student into a social relationship with the class. This helps them have a sense of belonging- they must be included and be given attention. Vygotsky (1978) states: “All the higher functions originate as actual relationships between individuals." (p57). It is important to make sure group work is included in the lesson. Think, pair, share; Jigsaw; and Grafetti methods are all relevant.
The theory that learning consists of making the right connection was popularized by George Siemens and given the definition 'connectivism.'Stephen Downs espouses his methodology in his blog, OLDaily (short for Online Learning Daily).
The idea here relates once again to factors that motivate students; if they feel connected to what they are learning, you are well on the way to having a sucessful lesson.
Piaget tells us that students construct their own knowledge. Piaget’s theory suggests teachers must plan a developmentally appropriate curriculum that enhances their students' logical and conceptual growth. Teachers must emphasize the critical role that experiences and interactions with their surrounding environment play in student learning. For this reason teachers must include activities which are constructive.
It is the task of the teacher to design learning experiences and develop effective leadership strategies that promote motivation for all learners. Teachers must acquire verbal encouragement techniques that reduce student risk and reinforce student effort. By discovering how meaningful work and achieving goals supports all types of learners, teachers will be much better placed to motivate students. Teachers can give affirmation, take time for reflection – Hattie believes feedback to students is a key to motivation.
The social theory developed by Durkhiem and Bourdieu concede that motivation to learn is also influenced by habitus -'those aspects of culture that are anchored in the body; or, daily practices of individuals, groups, societies and nations. It includes the totality of learned habits said to "go without saying" for a specific group.' - Marcel Mauss. This includes school culture.
Finally, be sure to include Board of Studies requirements when planning a lesson. Every lesson should be embedded to address the 3 areas of outcomes: knowledge, skills, values and attitudes.
Resources:
Developing the Lesson, by Alan Coman
EXAMINATION ED4238 Question 3.
EXAMINATION ED4238
Question 3.
Bullying is a problem in many schools and classes. Describe how you would use the restorative justice model to deal with an incident in class where a student is being pushed, name called and excluded from the group.
Restorative Justice is a system that was developed in order to address social problems in an educative and socially responsible manner.
In the case of a student who is being pushed, named called and excluded my would first step would be to support and acknowledge the victimised person. They need to have identified and acknowledged that he/she is being bullied and told that it is not okay and that measures will be taken to remedy the situation. They also need to be reassured that the approach advocated would work and that the problem will not get worse by acting upon the situation. It would be important at this stage to explain the proposed process and collect information on the impact of the bullying or harassment.
The next step would be a preliminary investigation to clearly understand the issues before the process is implemented.
The method I would choose to implement would depend on the personalities concerned. If the perpetrator were themselves bullying due to having been victimized in some way, I would probably choose the more oblique no blame method. I think this approach could be very powerful for a student who is sensitive and suffering self-esteem problems. If, on the other hand, the bully were more assertive and self-assured, I would choose the method of shared concern as a more direct approach.
Supposing we chose the method of no blame, the next step would be to find a balanced group of peers that included the perpetrator plus others who have witnessed the bullying but not acted to prevent it, and supporters of the victim. Once the group has been established a structured meeting would be held, excluding the victim, but inclusive of the other representative groups. The aim of this meeting is to develop shared responsibility without blaming the perpetrator, and to facilitate suggestions for solving the problem. The solution should be encouraged to be a shared action plan and a date and time should be set for a subsequent meeting to discuss and review developments. Once again, this second meeting does not include the victim. Daily meeting and contact with the victim and respectful observation of the perpetrator are necessary at this stage to monitor progress and create a safe and reassuring environment for all person concerned.
I would try to follow up this situation up by devising an in class activity aimed at valuing both victim and perpetrator. If appropriate I would have them work together or in a group situation in class. I would also try to introduce relevant content and facilitate group discussion that dealt with similar issues as had been experienced in this situation, for example feelings of alienation or exclusion. Depending on the age group I may tell a veiled story to illustrate the potentially harmful developments that may arise from such actions, although I would be mindful of a redemptive ending!
Question 3.
Bullying is a problem in many schools and classes. Describe how you would use the restorative justice model to deal with an incident in class where a student is being pushed, name called and excluded from the group.
Restorative Justice is a system that was developed in order to address social problems in an educative and socially responsible manner.
In the case of a student who is being pushed, named called and excluded my would first step would be to support and acknowledge the victimised person. They need to have identified and acknowledged that he/she is being bullied and told that it is not okay and that measures will be taken to remedy the situation. They also need to be reassured that the approach advocated would work and that the problem will not get worse by acting upon the situation. It would be important at this stage to explain the proposed process and collect information on the impact of the bullying or harassment.
The next step would be a preliminary investigation to clearly understand the issues before the process is implemented.
The method I would choose to implement would depend on the personalities concerned. If the perpetrator were themselves bullying due to having been victimized in some way, I would probably choose the more oblique no blame method. I think this approach could be very powerful for a student who is sensitive and suffering self-esteem problems. If, on the other hand, the bully were more assertive and self-assured, I would choose the method of shared concern as a more direct approach.
Supposing we chose the method of no blame, the next step would be to find a balanced group of peers that included the perpetrator plus others who have witnessed the bullying but not acted to prevent it, and supporters of the victim. Once the group has been established a structured meeting would be held, excluding the victim, but inclusive of the other representative groups. The aim of this meeting is to develop shared responsibility without blaming the perpetrator, and to facilitate suggestions for solving the problem. The solution should be encouraged to be a shared action plan and a date and time should be set for a subsequent meeting to discuss and review developments. Once again, this second meeting does not include the victim. Daily meeting and contact with the victim and respectful observation of the perpetrator are necessary at this stage to monitor progress and create a safe and reassuring environment for all person concerned.
I would try to follow up this situation up by devising an in class activity aimed at valuing both victim and perpetrator. If appropriate I would have them work together or in a group situation in class. I would also try to introduce relevant content and facilitate group discussion that dealt with similar issues as had been experienced in this situation, for example feelings of alienation or exclusion. Depending on the age group I may tell a veiled story to illustrate the potentially harmful developments that may arise from such actions, although I would be mindful of a redemptive ending!
EXAMINATION 4238 Question 4.
EXAMINATION 4238
Question 4.
However a teacher teaches, their own fundermental beliefs about learning, discipline, the nature of children and how they value education take over. What are your fundermental ideas about the nature of education and classroom management?
Steiner pedagogics see that the teacher has "a sacred task in helping each child's soul and spirit grow". (1) The core assumption here is that the spirit has primacy, and additionally, by correct training, and personal discipline, one can attain experience of the spiritual world.
Steiner education strives to recognise the individuality of the child and aims to create a physical, social and spiritual environment in which that individuality can unfold with confidence, ‘love and belonging’ – Glasser. To meet these aims, Steiner education offers a broadly based learning program balancing artistic, practical and academic activities, offering opportunities for ‘power, freedom and fun’- Glasser.
This holistic education aims to integrate the arts into traditional content. Steiner education curriculum can be seen as organically embodying Howard Gardner's multiple intelligences. Thus it is important to elevate diversity and difference and view each child as valuable and worthwhile. (Teacher Effectiveness training).
Human beings, through self-regulation, can learn to manage their own behaviour, and solve problems through good communication including active listening on the part of the teacher. Given the right support, students are capable of self directed learning. (Thomas Gordon).
“A moral foundation is laid when the individual is guided to the source whence he must draw the impulses which supply him/her with forces leading to ethical activity.”- Rudolf Steiner
"Education is always self -education, and as teachers and educators we are merely the environment in which the child is educating himself. We have to provide the most favourable environment so that the child will be able to educate himself according to his inner destiny", Rudolf Steiner
Steiner inspired education seeks to develop an inner mobility and subtlety in children to help them deal with the challenges of rapidly changing social structures and technology. Teachers must be dedicated to creating a genuine inner enthusiasm for learning in every child through powerful, imaginative and dynamic presentation, designed to make even apparently dry and prosaic subjects interesting and relevant. This method removes the pressure for competitive testing, placing and rewards. Motivation is encouraged to come from within in a similar way to Gardner's Multiple Intelligence Theory, which when applied, allows people to contribute to society through their own strengths.
Throughout Steiner education the perceived changes in the child's development and the crucial changes in student-teacher relationships determine the lesson content and teaching process. Rudolf Steiner repeatedly stressed that educational perpectives must 'arise from the nature of the growing child himself '
Here we see some similarities to Piaget's stages of development . Piaget realised that children were not miniature adults and that they go through four major developmental stages. The Rudolf Steiner curriculum is also based on four stages of development.
Both Piaget and Steiner emphasise the importance of play in children’s early learning (0-7). Both maintain that play enables children to develop their perceptual ability and intelligence and provides them with opportunity for socialization and experimentation with everyday reality.
Vygotsky was a contemporary of Piaget. Guided by Marxist principles, Vygostsky sociocultural theory of cognitive development focuses on how the culture of a social group, its shared beliefs, values, knowledge, skills and customs is transmitted to the next generation because children actively construct their knowledge through social interaction. Children “grow into the intellectual life of those around them”.-Vygotsky. Steiner also espoused that the range of skills that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.
To this end, honest communication between students and teachers is vital and will prevent misbehaviour- Gordon. Glasser tells us that all lasting psychological problems are relationship problems. By modelling positive and acceptable behaviours, teachers lead students to take effective control of their lives.
In the case of corrective discipline, apart from preventative stategies including the crucial effective classroom management and logical consequences, (Glasser/ Dreikurs), the model I would choose for deeper issues is the Restorative Justice Method.
"The need for imagination, a sense of truth and a feeling of responsibility – these are the three forces which are the very nerve of education."- Rudolf Steiner
References:
Edwards, C., Watts, V., (2004). Classroom Discipline & Management: an Australian Perspective. John Wiley & Sons : Australia
Rudolf Steiner Archive- http://www.rsarchive.org/
Question 4.
However a teacher teaches, their own fundermental beliefs about learning, discipline, the nature of children and how they value education take over. What are your fundermental ideas about the nature of education and classroom management?
Steiner pedagogics see that the teacher has "a sacred task in helping each child's soul and spirit grow". (1) The core assumption here is that the spirit has primacy, and additionally, by correct training, and personal discipline, one can attain experience of the spiritual world.
Steiner education strives to recognise the individuality of the child and aims to create a physical, social and spiritual environment in which that individuality can unfold with confidence, ‘love and belonging’ – Glasser. To meet these aims, Steiner education offers a broadly based learning program balancing artistic, practical and academic activities, offering opportunities for ‘power, freedom and fun’- Glasser.
This holistic education aims to integrate the arts into traditional content. Steiner education curriculum can be seen as organically embodying Howard Gardner's multiple intelligences. Thus it is important to elevate diversity and difference and view each child as valuable and worthwhile. (Teacher Effectiveness training).
Human beings, through self-regulation, can learn to manage their own behaviour, and solve problems through good communication including active listening on the part of the teacher. Given the right support, students are capable of self directed learning. (Thomas Gordon).
“A moral foundation is laid when the individual is guided to the source whence he must draw the impulses which supply him/her with forces leading to ethical activity.”- Rudolf Steiner
"Education is always self -education, and as teachers and educators we are merely the environment in which the child is educating himself. We have to provide the most favourable environment so that the child will be able to educate himself according to his inner destiny", Rudolf Steiner
Steiner inspired education seeks to develop an inner mobility and subtlety in children to help them deal with the challenges of rapidly changing social structures and technology. Teachers must be dedicated to creating a genuine inner enthusiasm for learning in every child through powerful, imaginative and dynamic presentation, designed to make even apparently dry and prosaic subjects interesting and relevant. This method removes the pressure for competitive testing, placing and rewards. Motivation is encouraged to come from within in a similar way to Gardner's Multiple Intelligence Theory, which when applied, allows people to contribute to society through their own strengths.
Throughout Steiner education the perceived changes in the child's development and the crucial changes in student-teacher relationships determine the lesson content and teaching process. Rudolf Steiner repeatedly stressed that educational perpectives must 'arise from the nature of the growing child himself '
Here we see some similarities to Piaget's stages of development . Piaget realised that children were not miniature adults and that they go through four major developmental stages. The Rudolf Steiner curriculum is also based on four stages of development.
Both Piaget and Steiner emphasise the importance of play in children’s early learning (0-7). Both maintain that play enables children to develop their perceptual ability and intelligence and provides them with opportunity for socialization and experimentation with everyday reality.
Vygotsky was a contemporary of Piaget. Guided by Marxist principles, Vygostsky sociocultural theory of cognitive development focuses on how the culture of a social group, its shared beliefs, values, knowledge, skills and customs is transmitted to the next generation because children actively construct their knowledge through social interaction. Children “grow into the intellectual life of those around them”.-Vygotsky. Steiner also espoused that the range of skills that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.
To this end, honest communication between students and teachers is vital and will prevent misbehaviour- Gordon. Glasser tells us that all lasting psychological problems are relationship problems. By modelling positive and acceptable behaviours, teachers lead students to take effective control of their lives.
In the case of corrective discipline, apart from preventative stategies including the crucial effective classroom management and logical consequences, (Glasser/ Dreikurs), the model I would choose for deeper issues is the Restorative Justice Method.
"The need for imagination, a sense of truth and a feeling of responsibility – these are the three forces which are the very nerve of education."- Rudolf Steiner
References:
Edwards, C., Watts, V., (2004). Classroom Discipline & Management: an Australian Perspective. John Wiley & Sons : Australia
Rudolf Steiner Archive- http://www.rsarchive.org/
EXAMINATION ED2135 Question 1.
EXAMINATION ED2135
Question 1.
Describe how you would go about selecting and applying a range of instructional stategies and resources to a lesson in your main teaching area.
“What children learn depends not only on what they are taught but also how they are taught, their development level, and their interests and experiences.... These beliefs require that much closer attention be paid to the methods chosen for presenting material..."
Understanding the Common Essential Learnings,
Saskatchewan Education, 1988. (p.10)
Instructional methods advocate the approach a teacher may take to achieving learning objectives. Piaget is known as the grandfather of constructivism in education. Piaget said children construct their own knowledge through trial and error and that a good teacher engages students by finding their current understandings and then giving them the opportunity to gather more information and integrate it into their current scheme of understanding.
Instructional stategies are used by teachers to create learning environments and to specify the nature of the activity in which the teacher and learner will be involved during the lesson, including the resources that may be required.
When I am planning to teach an art lesson I choose the strategies I see as best able to motivate students and therefore engage them in deep learning, as outlined in Bloom’s taxonomy. When planning a lesson I am always thinking of various instructional methods that will best suit particular student’s learning styles, inspired by Gardener.
The selection of a particular strategy will be determined by a number of factors, including the purpose for instruction; student's prior knowledge ; procedures required to achieve the objectives for instruction; class size; lesson duration; necessary resources and available resources eg. access to ICT. Downes and Simmens say that open access to information, communication and technology resources is a great way for students to feel connected in their learning and not limited by mitigating factors like geographical location. George Siemens popularized the theory that learning consists of making the right connections, known as Connectivism.
Here it is also important to consider the school culture and the conventions of the learning environment. I am lucky to teach in a school that allows a large range of autonomy when choosing instructional methods and extensive access to resources. This is supported by the theorists Durkhiem and Bourdieu who talk about Habitus as a major factor in student motivation.I also work with the personal theory that students create their own resources, and that perfectly balanced constructivist lessons can be created with any amount of resorces.
The direct instruction strategy is effective for developing step-by-step instructions or providing specific information. It also works well for actively involving students in knowledge construction or introducing new teaching methods. I may wish to give a structured overview of the lesson or course content using guided and shared activities including reading, listening, viewing, thinking and a demonstration
.
Similarly, instructional skills are the most specific category of teaching behaviours. They are necessary for indicating procedures and structuring appropriate learning experiences for students. A variety of instructional skills and processes exist, including explaining, questioning, demonstrating and wait time.
Both Glasser and Dreikurs tell us that teacher leadership is an essential component to learning environment, advocating the lead teacher model, using non- assertive discipline. In contrast, Cantor and Skinner promote the push reinforce model of teacher leadership, which in my opinion is to to be avoided at all times.
In contrast to the direct instruction strategy, I may activate indirect instruction that is mainly student-centered, seeking a high level of student involvement in observing, investigating, drawing information from various material, or forming hypotheses. Here the students' interest and curiosity are piqued, often encouraging problem solving, reflective discussion, concept formation and further enquiry.
Independent study may be required as purposefully provided instructions to foster the development individual student initiative, self-reliance, and self-improvement. Independent study may include learning in partnership with another individual or as part of a small group. It should always be planned independent study by students under the guidance or supervision of a classroom teacher. Here the students could create a blog or online journal, do extension correspondence lessons or seek mentorship from a practicing artist in our local community or the e-community. (Downes, Simmens)
A lot of students are motivated by interactive instruction. Students can learn from peers and teachers to develop social skills and abilities, through discussion and sharing ideas they learn to organize their thoughts, and to develop rational arguments. Vygotsky introduced us to the zone of proximal development, and provided research to indicate that students learn through social interaction.`
The interactive instruction strategy allows for a range of groupings and interactive methods, including Think, Pair, Share; Conferencing; Interviewing; Jigsaw and Grafetti Method. Here the teacher must outline the topic, set the amount of discussion time, specify the reporting or sharing techniques and most essentially the composition and size of the groups. The success of the interactive instruction strategy is heavily dependent upon the expertise of the teacher in structuring and developing the dynamics of the group. Interactive instruction requires the refinement of listening , observation, , interpersonal skills and abilities by both teacher and students.
Often in the art room practical lessons are build upon the experiential learning stategy. This method is learner centered, and activity oriented. The emphasis here is on the process of learning and not on the final product. The students participate in the activity, they share their experience with others and receive feedback, essential as a motivation for learning-Hattie; they then analyse and develop stategies to develop new practices.. One important aspect of this method is personalized reflection about their experience which we document in their Visual Arts Process Diary.
In summary it could be said that to manage a classroom effectively, a variety of instructional strategies is essential for teachers. Understanding human growth and development, as well as issues of students’ cognitive ability and cultural diversity, is essential for laying the foundation of an effective and positive learning environment. Students learn through different modalities, styles, and a variety of multiple intelligences, (Gardner). Following Hattie’s Principles of an expert teacher, positive reinforcement, deep knowledge of subject area and personal attention to each student are important . Using the critical reflection process to review lessons, instructional strategies will continually be refined and developed. Selection of resources will enhance a positive learning environment and compliment instructional stategies.
"The last decades of research in human learning have presented new insights into the ways that learners are active in constructing their own understanding. Constructivist learning theories have shown the limitations of viewing 'learning' as something we can 'give' to students that they will 'receive' or learn in exactly the same form, at exactly the given time."
Classroom Curriculum Connections: A Teacher's Handbook for Personal-Professional Growth
Saskatchewan Education, 2001. (p. 30)
References:
http://olc.spsd.sk.ca/DE/PD/instr/index.html
Question 1.
Describe how you would go about selecting and applying a range of instructional stategies and resources to a lesson in your main teaching area.
“What children learn depends not only on what they are taught but also how they are taught, their development level, and their interests and experiences.... These beliefs require that much closer attention be paid to the methods chosen for presenting material..."
Understanding the Common Essential Learnings,
Saskatchewan Education, 1988. (p.10)
Instructional methods advocate the approach a teacher may take to achieving learning objectives. Piaget is known as the grandfather of constructivism in education. Piaget said children construct their own knowledge through trial and error and that a good teacher engages students by finding their current understandings and then giving them the opportunity to gather more information and integrate it into their current scheme of understanding.
Instructional stategies are used by teachers to create learning environments and to specify the nature of the activity in which the teacher and learner will be involved during the lesson, including the resources that may be required.
When I am planning to teach an art lesson I choose the strategies I see as best able to motivate students and therefore engage them in deep learning, as outlined in Bloom’s taxonomy. When planning a lesson I am always thinking of various instructional methods that will best suit particular student’s learning styles, inspired by Gardener.
The selection of a particular strategy will be determined by a number of factors, including the purpose for instruction; student's prior knowledge ; procedures required to achieve the objectives for instruction; class size; lesson duration; necessary resources and available resources eg. access to ICT. Downes and Simmens say that open access to information, communication and technology resources is a great way for students to feel connected in their learning and not limited by mitigating factors like geographical location. George Siemens popularized the theory that learning consists of making the right connections, known as Connectivism.
Here it is also important to consider the school culture and the conventions of the learning environment. I am lucky to teach in a school that allows a large range of autonomy when choosing instructional methods and extensive access to resources. This is supported by the theorists Durkhiem and Bourdieu who talk about Habitus as a major factor in student motivation.I also work with the personal theory that students create their own resources, and that perfectly balanced constructivist lessons can be created with any amount of resorces.
The direct instruction strategy is effective for developing step-by-step instructions or providing specific information. It also works well for actively involving students in knowledge construction or introducing new teaching methods. I may wish to give a structured overview of the lesson or course content using guided and shared activities including reading, listening, viewing, thinking and a demonstration
.
Similarly, instructional skills are the most specific category of teaching behaviours. They are necessary for indicating procedures and structuring appropriate learning experiences for students. A variety of instructional skills and processes exist, including explaining, questioning, demonstrating and wait time.
Both Glasser and Dreikurs tell us that teacher leadership is an essential component to learning environment, advocating the lead teacher model, using non- assertive discipline. In contrast, Cantor and Skinner promote the push reinforce model of teacher leadership, which in my opinion is to to be avoided at all times.
In contrast to the direct instruction strategy, I may activate indirect instruction that is mainly student-centered, seeking a high level of student involvement in observing, investigating, drawing information from various material, or forming hypotheses. Here the students' interest and curiosity are piqued, often encouraging problem solving, reflective discussion, concept formation and further enquiry.
Independent study may be required as purposefully provided instructions to foster the development individual student initiative, self-reliance, and self-improvement. Independent study may include learning in partnership with another individual or as part of a small group. It should always be planned independent study by students under the guidance or supervision of a classroom teacher. Here the students could create a blog or online journal, do extension correspondence lessons or seek mentorship from a practicing artist in our local community or the e-community. (Downes, Simmens)
A lot of students are motivated by interactive instruction. Students can learn from peers and teachers to develop social skills and abilities, through discussion and sharing ideas they learn to organize their thoughts, and to develop rational arguments. Vygotsky introduced us to the zone of proximal development, and provided research to indicate that students learn through social interaction.`
The interactive instruction strategy allows for a range of groupings and interactive methods, including Think, Pair, Share; Conferencing; Interviewing; Jigsaw and Grafetti Method. Here the teacher must outline the topic, set the amount of discussion time, specify the reporting or sharing techniques and most essentially the composition and size of the groups. The success of the interactive instruction strategy is heavily dependent upon the expertise of the teacher in structuring and developing the dynamics of the group. Interactive instruction requires the refinement of listening , observation, , interpersonal skills and abilities by both teacher and students.
Often in the art room practical lessons are build upon the experiential learning stategy. This method is learner centered, and activity oriented. The emphasis here is on the process of learning and not on the final product. The students participate in the activity, they share their experience with others and receive feedback, essential as a motivation for learning-Hattie; they then analyse and develop stategies to develop new practices.. One important aspect of this method is personalized reflection about their experience which we document in their Visual Arts Process Diary.
In summary it could be said that to manage a classroom effectively, a variety of instructional strategies is essential for teachers. Understanding human growth and development, as well as issues of students’ cognitive ability and cultural diversity, is essential for laying the foundation of an effective and positive learning environment. Students learn through different modalities, styles, and a variety of multiple intelligences, (Gardner). Following Hattie’s Principles of an expert teacher, positive reinforcement, deep knowledge of subject area and personal attention to each student are important . Using the critical reflection process to review lessons, instructional strategies will continually be refined and developed. Selection of resources will enhance a positive learning environment and compliment instructional stategies.
"The last decades of research in human learning have presented new insights into the ways that learners are active in constructing their own understanding. Constructivist learning theories have shown the limitations of viewing 'learning' as something we can 'give' to students that they will 'receive' or learn in exactly the same form, at exactly the given time."
Classroom Curriculum Connections: A Teacher's Handbook for Personal-Professional Growth
Saskatchewan Education, 2001. (p. 30)
References:
http://olc.spsd.sk.ca/DE/PD/instr/index.html
EXAMINATION ED2135 Question 2
EXAMINATION ED2135
Question 2
Explain the principles that are basic to assessing, measuring and evaluating student progress in an area of development in your main teaching area.
The central purpose of assessment is to provide information on student achievement and progress and set the direction for ongoing teaching and learning. DET
The principles of assessment for learning provide the criteria for judging the quality of assessment materials and practices. They appear below as they do in each of the syllabuses on the BOS website.
Assessment for learning:
* emphasises the interactions between learning and manageable assessment strategies that promote learning
* clearly expresses for the student and teacher the goals of the 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. BOS
Assessment occurs in the area of year 7-10 Visual Art as an integral part of learning and is fundermental to teaching, in keeping with the new Years 7-10 syllabuses advocating assessment for learning. We know that teacher instruction, feedback and assessment influence student learning and performance. This integrated approach helps students recognise the standards for which they are aiming (students are given explicit details of syllabus outcomes and the assessment processes to be used, including task weighting), they can set goals and improve their learning processes.
‘Assessment for learning gives students opportunities to produce work that leads to development of their knowledge, understanding and skills. Teachers decide how and when to assess student achievement, as they plan the work students will do, using a range of appropriate assessment strategies including self-assessment and peer assessment.’ -BOS
Feedback help teachers and students determine the next phase of learning, including whether further consolidation of key concepts need revision before advancing. ‘Feedback usually occurs though good teaching practice, mostly in an informal manner. Teachers should consider the effect that assessment and feedback have on student motivation and self-esteem, and the importance of the active involvement of students in their own learning’.-BOS
It is important to include a wide range of assessment stategies that are balanced, comprehensive and varied. Ideally this should engage the learner and may include performances assessment,
including everyday teaching and learning activities such as case studies, assignments, presentations. Our students create a ‘body of work’ BOW. This is essentially a portfolio of student work samples. The ‘BOW’ has a clear intent and purpose that is linked to the various syllabus outcomes. Individual checklists, including timelines and self-checklists facilitate Peer and Self Assessment strategies which contribute significantly to the learning process.The Visual Arts Process Diary, VAPD requires students to reflect on their learning and to document their art making processes. The VAPD is most effective when students are engaged in the learning process and have a clear understanding of the intended learning outcomes and how they will be assessed. Effective and informative reporting of student achievement takes a number of forms including traditional reporting, student portfolios, Basic Skills Tests, parent and student interviews, annotations on student work, comments in workbooks, certificates and awards.
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. 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. BOS
Student achievement progress can be reported by comparing:
* the students' work against a standards framework of syllabus outcomes
* the students' prior and current learning achievements
* the students' achievements with those of other students.
Reporting can involve a combination of these methods.
In recent years teachers in New South Wales government schools, as part of a curriculum shift to an outcomes-approach to teaching and learning, have embraced a wide platform of assessment and reporting practices. As part of the move to an outcomes-approach, schools will need to review aspects of their current assessment and reporting policies and align them with a standards framework. The norm-referenced assessment practices used in schools will need to be reconsidered and integrated with an outcomes-approach to assessment. Parents and industry have recognised that schools need to do more than merely rank students from the highest to the lowest achievers. Classroom assessment and reporting practice is a key element in an outcomes-approach to the curriculum. Schools are being asked to assess and report on what students actually understand, know and can do.
An outcomes-approach that clearly defines expected learning provides a much stronger focus for higher quality curriculum, assessment and reporting processes than we have ever had before. An outcomes-approach to assessment will provide information about student achievement to enable reporting against a standards framework. A Standards Framework involves staged syllabus outcomes against which student achievement and progress can be compared.
The assessment strategies employed by the teacher in the classroom need to be directly linked to and reflect the syllabus outcomes. Syllabus outcomes in stages will describe the standard against which student achievement is assessed and reported.-DET
References:
Principles for Assessment and Reporting in NSW Government Schools, http://www.schools.nsw.edu.au/learning/k-6assessments/principles.php
Board of Studies website,
http://www.schools.nsw.edu.au/learning/k-6assessments/principles.php
Question 2
Explain the principles that are basic to assessing, measuring and evaluating student progress in an area of development in your main teaching area.
The central purpose of assessment is to provide information on student achievement and progress and set the direction for ongoing teaching and learning. DET
The principles of assessment for learning provide the criteria for judging the quality of assessment materials and practices. They appear below as they do in each of the syllabuses on the BOS website.
Assessment for learning:
* emphasises the interactions between learning and manageable assessment strategies that promote learning
* clearly expresses for the student and teacher the goals of the 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. BOS
Assessment occurs in the area of year 7-10 Visual Art as an integral part of learning and is fundermental to teaching, in keeping with the new Years 7-10 syllabuses advocating assessment for learning. We know that teacher instruction, feedback and assessment influence student learning and performance. This integrated approach helps students recognise the standards for which they are aiming (students are given explicit details of syllabus outcomes and the assessment processes to be used, including task weighting), they can set goals and improve their learning processes.
‘Assessment for learning gives students opportunities to produce work that leads to development of their knowledge, understanding and skills. Teachers decide how and when to assess student achievement, as they plan the work students will do, using a range of appropriate assessment strategies including self-assessment and peer assessment.’ -BOS
Feedback help teachers and students determine the next phase of learning, including whether further consolidation of key concepts need revision before advancing. ‘Feedback usually occurs though good teaching practice, mostly in an informal manner. Teachers should consider the effect that assessment and feedback have on student motivation and self-esteem, and the importance of the active involvement of students in their own learning’.-BOS
It is important to include a wide range of assessment stategies that are balanced, comprehensive and varied. Ideally this should engage the learner and may include performances assessment,
including everyday teaching and learning activities such as case studies, assignments, presentations. Our students create a ‘body of work’ BOW. This is essentially a portfolio of student work samples. The ‘BOW’ has a clear intent and purpose that is linked to the various syllabus outcomes. Individual checklists, including timelines and self-checklists facilitate Peer and Self Assessment strategies which contribute significantly to the learning process.The Visual Arts Process Diary, VAPD requires students to reflect on their learning and to document their art making processes. The VAPD is most effective when students are engaged in the learning process and have a clear understanding of the intended learning outcomes and how they will be assessed. Effective and informative reporting of student achievement takes a number of forms including traditional reporting, student portfolios, Basic Skills Tests, parent and student interviews, annotations on student work, comments in workbooks, certificates and awards.
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. 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. BOS
Student achievement progress can be reported by comparing:
* the students' work against a standards framework of syllabus outcomes
* the students' prior and current learning achievements
* the students' achievements with those of other students.
Reporting can involve a combination of these methods.
In recent years teachers in New South Wales government schools, as part of a curriculum shift to an outcomes-approach to teaching and learning, have embraced a wide platform of assessment and reporting practices. As part of the move to an outcomes-approach, schools will need to review aspects of their current assessment and reporting policies and align them with a standards framework. The norm-referenced assessment practices used in schools will need to be reconsidered and integrated with an outcomes-approach to assessment. Parents and industry have recognised that schools need to do more than merely rank students from the highest to the lowest achievers. Classroom assessment and reporting practice is a key element in an outcomes-approach to the curriculum. Schools are being asked to assess and report on what students actually understand, know and can do.
An outcomes-approach that clearly defines expected learning provides a much stronger focus for higher quality curriculum, assessment and reporting processes than we have ever had before. An outcomes-approach to assessment will provide information about student achievement to enable reporting against a standards framework. A Standards Framework involves staged syllabus outcomes against which student achievement and progress can be compared.
The assessment strategies employed by the teacher in the classroom need to be directly linked to and reflect the syllabus outcomes. Syllabus outcomes in stages will describe the standard against which student achievement is assessed and reported.-DET
References:
Principles for Assessment and Reporting in NSW Government Schools, http://www.schools.nsw.edu.au/learning/k-6assessments/principles.php
Board of Studies website,
http://www.schools.nsw.edu.au/learning/k-6assessments/principles.php
EXAMINATION ED2135 Question 3.
EXAMINATION ED2135
Question 3.
Provide an analysis of how you would provide for the diversity of learning styles and ensure that deep learning occurs in all students when teaching a lesson.
"The quest for knowledge is the result of innate curiosity in everyone. Find a way to nurture this drive in children, and they will consume knowledge as a thirsty person drinks water." –Greg Henry Quinn, 365 Meditations
Educators looking for ways to provide for the diversity of learning styles can find a wealth of inspiration in Howard Gardner's theory of multiple intelligences. According to Gardner, we possess not one but multiple intelligences. Gardener postulated that children learn best when their entire range of capability is addressed and when multiple connections are encouraged in a balanced way. For deep learning to occur students require engaged and meaningful contact with a broad spectrum of classroom methods and activities.
Gardner's model of multiple intelligences provides a solidly grounded structure that can be used in designing a full-spectrum learning environment for students. Because each child possesses all intelligences, a truly integrated curriculum can be developed to address every intelligence in a balanced way. In my experience, each student has a unique way of emphasizing certain intelligences over others. It is therefore the task of the teacher to find a way to recognise and enhance these intelligences through a variety of educative experiences. As there are bound to be a broad range of learning abilities and styles, I would suggest that the classroom is set up to cater to this diversity. As a teacher in a school interested in a truly holistic education, I would suggest that all teachers brainstorm strategies to appeal to a diverse range of intelligences, including designating a specific area in the classroom for each of the intelligences. For example, each classroom might include a library (linguistic), a math/science lab (logical-mathematical), films, slides, videos, diagrams, charts, maps, art supplies, cameras, telescopes, graphic design software, three-dimensional building materials, optical illusions, visualization activities, and drafting (spatial), a carpeted open space, (bodilv-kinesthetic), a listening/performing centre, including musical instruments, earphones, computerized sound systems and CDs (musical), a group discussion table, cooperative learning, interactive software, Internet, group games and projects, discussions (interpersonal), a quiet retreat area, for example a loft, diaries and journals, meditation, and self esteem activities (intrapersonal), and an ecology area, access to animals and nature (naturalist).
In an art lesson we aim to enrich each students' learning experience by creating a classroom climate that supports all eight of Howard Gardner's multiple intelligences. Initially we must discover the student’s multiple intelligences profile. This can be done at a high school level with student involvement and can be a fun and engaging activity. There are numerous online resources to facilitate the initial analysis of their learning style. Sometimes I have students do research on a particular topic that they are then asked to present to the class in their ideal chosen manner. Students need to consider resources and if applicable write the directions for an activity they would like to do in class.
Wherever possible I like to appeal to a range of senses when presenting new information. It may be possible for students to see it, hear it, taste it, smell it, touch it, and feel it. Students are encouraged to approach a problem in many different ways, to engage in critical reflection, to embrace ‘mistakes’ as an opportunity to learn. I always say to students that out of a potential of 100% for getting the answer ‘right’, there is always another 10% for getting the answer ‘wrong’, documenting the process, and going on to overcome and triumph over their obstacles. This in turn should create an environment where there is a tolerance for mistakes, which could also have wider, positive social implications.
I like to offer practical meaningful experiences. Often students create their own useful inventions; or work on an existing design brief for a real client. We also like to make a regular exhibition of student works, where everyone is involved and represented. Connecting learning to potential careers is also important in my area of teaching. We often have practicing artists come to the school to showcase their practices or take students to visit artists studios. Artist’s in residence is another area for student exploration of learning. Field trips and excursions can provide students with opportunities for bodily-kinesthetic learning and sustained engagement where deep learning can also occur.
Often we will warm up to a activity with a design challenge allowing students to flex their brains and encouraging students to "think out of the square.”
The task of the teacher is to motivate all learners such that they enjoy learning experiences and approach learning willingly because they view it as personally significant. This is when deep learning can occur.
Designing a motivating classroom requires specifications facilitating motivation among all learners by firstly finding out what motivates them and then setting up the classroom accordingly. Students must feel safe, respected in their diversity, received in their ability, encouraged in a way that is respectful, and have a certain autonomy to achieve their goals. Their work must be purposeful and worthwhile and they need to have a degree of success as well as a feeling that the learning is fun.
.
"The trick is to create an environment that's purposely planned — and then step back and observe how the students are thinking. The planning takes a lot more time than moving from page to page in a textbook, but the reward is in the creativity." –Marian Peiffer, Educator
Question 3.
Provide an analysis of how you would provide for the diversity of learning styles and ensure that deep learning occurs in all students when teaching a lesson.
"The quest for knowledge is the result of innate curiosity in everyone. Find a way to nurture this drive in children, and they will consume knowledge as a thirsty person drinks water." –Greg Henry Quinn, 365 Meditations
Educators looking for ways to provide for the diversity of learning styles can find a wealth of inspiration in Howard Gardner's theory of multiple intelligences. According to Gardner, we possess not one but multiple intelligences. Gardener postulated that children learn best when their entire range of capability is addressed and when multiple connections are encouraged in a balanced way. For deep learning to occur students require engaged and meaningful contact with a broad spectrum of classroom methods and activities.
Gardner's model of multiple intelligences provides a solidly grounded structure that can be used in designing a full-spectrum learning environment for students. Because each child possesses all intelligences, a truly integrated curriculum can be developed to address every intelligence in a balanced way. In my experience, each student has a unique way of emphasizing certain intelligences over others. It is therefore the task of the teacher to find a way to recognise and enhance these intelligences through a variety of educative experiences. As there are bound to be a broad range of learning abilities and styles, I would suggest that the classroom is set up to cater to this diversity. As a teacher in a school interested in a truly holistic education, I would suggest that all teachers brainstorm strategies to appeal to a diverse range of intelligences, including designating a specific area in the classroom for each of the intelligences. For example, each classroom might include a library (linguistic), a math/science lab (logical-mathematical), films, slides, videos, diagrams, charts, maps, art supplies, cameras, telescopes, graphic design software, three-dimensional building materials, optical illusions, visualization activities, and drafting (spatial), a carpeted open space, (bodilv-kinesthetic), a listening/performing centre, including musical instruments, earphones, computerized sound systems and CDs (musical), a group discussion table, cooperative learning, interactive software, Internet, group games and projects, discussions (interpersonal), a quiet retreat area, for example a loft, diaries and journals, meditation, and self esteem activities (intrapersonal), and an ecology area, access to animals and nature (naturalist).
In an art lesson we aim to enrich each students' learning experience by creating a classroom climate that supports all eight of Howard Gardner's multiple intelligences. Initially we must discover the student’s multiple intelligences profile. This can be done at a high school level with student involvement and can be a fun and engaging activity. There are numerous online resources to facilitate the initial analysis of their learning style. Sometimes I have students do research on a particular topic that they are then asked to present to the class in their ideal chosen manner. Students need to consider resources and if applicable write the directions for an activity they would like to do in class.
Wherever possible I like to appeal to a range of senses when presenting new information. It may be possible for students to see it, hear it, taste it, smell it, touch it, and feel it. Students are encouraged to approach a problem in many different ways, to engage in critical reflection, to embrace ‘mistakes’ as an opportunity to learn. I always say to students that out of a potential of 100% for getting the answer ‘right’, there is always another 10% for getting the answer ‘wrong’, documenting the process, and going on to overcome and triumph over their obstacles. This in turn should create an environment where there is a tolerance for mistakes, which could also have wider, positive social implications.
I like to offer practical meaningful experiences. Often students create their own useful inventions; or work on an existing design brief for a real client. We also like to make a regular exhibition of student works, where everyone is involved and represented. Connecting learning to potential careers is also important in my area of teaching. We often have practicing artists come to the school to showcase their practices or take students to visit artists studios. Artist’s in residence is another area for student exploration of learning. Field trips and excursions can provide students with opportunities for bodily-kinesthetic learning and sustained engagement where deep learning can also occur.
Often we will warm up to a activity with a design challenge allowing students to flex their brains and encouraging students to "think out of the square.”
The task of the teacher is to motivate all learners such that they enjoy learning experiences and approach learning willingly because they view it as personally significant. This is when deep learning can occur.
Designing a motivating classroom requires specifications facilitating motivation among all learners by firstly finding out what motivates them and then setting up the classroom accordingly. Students must feel safe, respected in their diversity, received in their ability, encouraged in a way that is respectful, and have a certain autonomy to achieve their goals. Their work must be purposeful and worthwhile and they need to have a degree of success as well as a feeling that the learning is fun.
.
"The trick is to create an environment that's purposely planned — and then step back and observe how the students are thinking. The planning takes a lot more time than moving from page to page in a textbook, but the reward is in the creativity." –Marian Peiffer, Educator
EXAMINATION ED 2135 Question 4.
EXAMINATION ED 2135
Question 4.
The Board of Studies provides material to guide you in your teaching. Detail carefully what they have available for your teaching area, how you go about locating it, how it is used for programming and how you use these resources for preparing a series of lessons.
The Board of Studies provides essential educational resources for Australian teachers and students. Locating this website is easy, simply type BOS into any search engine. Navigating the website is also very simple. In the top head bar of the home page there is a link to the website index. Here every main page on the website is listed. There is also a search button with a link to a customer liaison unit on this page, if what you are looking for does not appear. Probably the simplest and most commonly used option is to go to the options bar on the left hand side of the home page and scroll down to view the main pages listed. All N.S.W Syllabuses are available, and as these are absolutely essential to your teaching area a teacher should be thoroughly familiar with their applicable documents.
The NSW Syllabus document have been developed within the parameters set by the Board of Studies NSW in its K–10 Curriculum Framework. This framework ensures that K–10 syllabuses and curriculum requirements are designed to provide optimal educational opportunities. These documents are essential for programming. In each syllabus document there is extensive advice for teachers. Information on teaching of children with special needs, including a teacher’s legal obligations as well as suggestions for reporting and assessment in cases where the student may be disadvantaged by traditional standards is to be found. The Rationale of each KLA as well as the Aim of the syllabus is overviewed, as are the Objectives and Outcomes. Course Content is stipulated as is Life Skills Outcomes and Content. Each stage within each area of study is given a separate outcome overview, such that the teacher has a picture of the Continuum of Learning in Visual Arts K–10. Cross-curriculum content is outlined, including the integration of ICT into the Visual Arts course; Aboriginal and Indigenous content and Civics and Citizenship exploration that is required to be undertaken.
In the area of Visual Arts weighting is specified in regards to art making and art theory. Mandatory Visual Arts diary processes are explained. Inclusively, syllabuses also contain invaluable information on Assessment and Reporting.
A Visual Arts support document is provided titled Advice on Assessment and Reporting. This is an invaluable document as it contains sample units of work including lesson content. Sample assessment and reporting are also featured, including choice of assessment strategies.
The sample units of work identify the outcomes that will be addressed in the unit, show how to decide on the focus of the unit of work, decide on the evidence of learning that will be required, how students will demonstrate learning in relation to the outcomes and how this evidence will be gathered and recorded. They also select the relevant syllabus content for the identified outcomes relating to the knowledge, understanding and skills that students will develop as well as plan the learning experiences and instruction, and identify the assessment for learning strategies that will provide the evidence of learning, checking that:a range of assessment strategies is used, meaningful feedback in a variety of forms can be given to students and opportunities are provided to reflect on student progress and modify future learning experiences accordingly.
When planning a lesson in the area of Visual Art 7-10, once thoroughly familiar with the syllabus and the support documents, the next place I would visit is The Assessment Resource Centre, an excellent support resource for teachers to develop their professional practice in relation to assessment and reporting of student achievement from Years K to 12. Here work samples are provided to assist teachers to consistently report student achievement against standards when using grades A to E or equivalent. Performance descriptors are explained and several examples are given for each grade. Teachers are also able to view a range of assessment activities for Visual Arts. This can be really helpful and inspiring when preparing a series of lessons. It helps you to determine the calibre of expectations required for each stage, as well as providing a window into what other people are doing in the world of art making- so fundamental to today’s art making world of continuous connectivity.
In the ‘What’s new’ link official announcements are posted. This page has the BOS official notice stamp and is also able to be found under the Board Bulletin link on he left hand side of the home page. This is a must stop page for all teachers to keep abreast of changes, amendments or developments in their subject area as well as in general. There is an option at the bottom of the page to receive an email every time a news item is published.
In summary I would have to say that the BOS website is an extensive resource that provides essential information regarding programming and direction for lesson content. The more familiar you become with this site, the easier it is to navigate and extract really useful information.
Resources:
Board of Studies Website
Question 4.
The Board of Studies provides material to guide you in your teaching. Detail carefully what they have available for your teaching area, how you go about locating it, how it is used for programming and how you use these resources for preparing a series of lessons.
The Board of Studies provides essential educational resources for Australian teachers and students. Locating this website is easy, simply type BOS into any search engine. Navigating the website is also very simple. In the top head bar of the home page there is a link to the website index. Here every main page on the website is listed. There is also a search button with a link to a customer liaison unit on this page, if what you are looking for does not appear. Probably the simplest and most commonly used option is to go to the options bar on the left hand side of the home page and scroll down to view the main pages listed. All N.S.W Syllabuses are available, and as these are absolutely essential to your teaching area a teacher should be thoroughly familiar with their applicable documents.
The NSW Syllabus document have been developed within the parameters set by the Board of Studies NSW in its K–10 Curriculum Framework. This framework ensures that K–10 syllabuses and curriculum requirements are designed to provide optimal educational opportunities. These documents are essential for programming. In each syllabus document there is extensive advice for teachers. Information on teaching of children with special needs, including a teacher’s legal obligations as well as suggestions for reporting and assessment in cases where the student may be disadvantaged by traditional standards is to be found. The Rationale of each KLA as well as the Aim of the syllabus is overviewed, as are the Objectives and Outcomes. Course Content is stipulated as is Life Skills Outcomes and Content. Each stage within each area of study is given a separate outcome overview, such that the teacher has a picture of the Continuum of Learning in Visual Arts K–10. Cross-curriculum content is outlined, including the integration of ICT into the Visual Arts course; Aboriginal and Indigenous content and Civics and Citizenship exploration that is required to be undertaken.
In the area of Visual Arts weighting is specified in regards to art making and art theory. Mandatory Visual Arts diary processes are explained. Inclusively, syllabuses also contain invaluable information on Assessment and Reporting.
A Visual Arts support document is provided titled Advice on Assessment and Reporting. This is an invaluable document as it contains sample units of work including lesson content. Sample assessment and reporting are also featured, including choice of assessment strategies.
The sample units of work identify the outcomes that will be addressed in the unit, show how to decide on the focus of the unit of work, decide on the evidence of learning that will be required, how students will demonstrate learning in relation to the outcomes and how this evidence will be gathered and recorded. They also select the relevant syllabus content for the identified outcomes relating to the knowledge, understanding and skills that students will develop as well as plan the learning experiences and instruction, and identify the assessment for learning strategies that will provide the evidence of learning, checking that:a range of assessment strategies is used, meaningful feedback in a variety of forms can be given to students and opportunities are provided to reflect on student progress and modify future learning experiences accordingly.
When planning a lesson in the area of Visual Art 7-10, once thoroughly familiar with the syllabus and the support documents, the next place I would visit is The Assessment Resource Centre, an excellent support resource for teachers to develop their professional practice in relation to assessment and reporting of student achievement from Years K to 12. Here work samples are provided to assist teachers to consistently report student achievement against standards when using grades A to E or equivalent. Performance descriptors are explained and several examples are given for each grade. Teachers are also able to view a range of assessment activities for Visual Arts. This can be really helpful and inspiring when preparing a series of lessons. It helps you to determine the calibre of expectations required for each stage, as well as providing a window into what other people are doing in the world of art making- so fundamental to today’s art making world of continuous connectivity.
In the ‘What’s new’ link official announcements are posted. This page has the BOS official notice stamp and is also able to be found under the Board Bulletin link on he left hand side of the home page. This is a must stop page for all teachers to keep abreast of changes, amendments or developments in their subject area as well as in general. There is an option at the bottom of the page to receive an email every time a news item is published.
In summary I would have to say that the BOS website is an extensive resource that provides essential information regarding programming and direction for lesson content. The more familiar you become with this site, the easier it is to navigate and extract really useful information.
Resources:
Board of Studies Website
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