Instruct Over
0 likes902 views
This document outlines a framework for developing teacher knowledge and skills. It discusses several key aspects of effective teaching and instruction including: 1) focusing on student learning and understanding learning theories; 2) using research-based instructional techniques and strategies tailored to meet student needs; and 3) creating a positive learning environment that supports high expectations, diversity, and meaningful student engagement. The goal is to identify the essential knowledge, skills, and practices that teachers need to improve student learning outcomes.
Instruct Over
- 1. Teaching and Instruction – A Developing a Framework for Teacher Knowledge and Skills (V1) Pedagogy – definitions, specific content pedagogy Concepts – knowledge and skills Student learning is the fundamental purpose of schooling. Sarason – What keeps children eagerly pursuing knowledge? Success. If it is to be, then it’s up to me! Leadership for curriculum and Understanding the principles for effective T & L - Intelligence is variable, multifaceted instructional improvement Micro level – classroom, identify a shared vision for learning What is it? How do you do it? Knowledge of conceptual base/s What are the essential knowledge, skills Knowledge and skills of continuous improvement process, dialogue, dialogue, and common goals and understandings? (SREB). How to engage teachers? Develop capacity, enable, expand expertise, lead an inquiry approach Needs, priorities, where are we now, we do we want to be? How do we get there? Models for learning and inquiry Framework or cycle, explicit and systematic model/s, sequence, chunking, monitoring Learning theories – cognitive development Theory/research to practice, concept to classroom. Implications fir classroom Creating meaningful discussion about how to improve student learning, identify effective models, instructional strategies, methods and skills Brain-based, MI, learning styles, multisensory methods, need to match what is learnt and how it is learnt. Help students to learn through a range of “styles”. Perception and processing, concrete v abstract, reflect v action Creating connections in the brain – meaningful patterns, hooks, create new meaning Attention and memory – participation and practice increases learning, learning re/organises the brain Motivation for active engagement, ability to persevere, persistence with success Developmentally appropriate – adolescent development, scaffolding (structure, support, sequence) Identify current beliefs and effective practice, align action Emotional intelligence Success of earlier learning - self esteem, self concept, self efficacy Teaching – effective instructional Direct, interactive, moderate challenge, active, constructivist, scaffolds, research and information techniques and strategies based on processing skills research and experience What are the conditions of transfer? Transfer of learning promoted by knowledge of principles which can be applied in new contexts Small steps Standards framework Curriculum: Depth v breadth Assessment: formative Outcomes, content, skills, marking guidelines, feedback Assessment, evaluation – performances, portfolios Integrated curriculum - themes
- 2. Learning Environment Culture, ethos, learning community, learning talk Student/learning centred High expectations for student achievement. All students can learn. Class organisation/composition Support systems for students Feedback – examination of work samples Recognition Implications of diversity Differentiated for diversity – many factors, enrichment, meet special needs, under-achievement Flexible grouping: Independent, cooperative teams, collaborative interactions and meaningful projects, hands-on, Choice of instructional materials/resources Homework, study skills, tests skills Prior learning Baseline assessment/testing, find starting point, identify readiness, diagnose needs, make connections. Strategies- advance organisers, anticipation guides, pre-teach Use current knowledge to construct new knowledge – may help or hamper learning Focus on literacy and numeracy Reading, writing, spelling, grammar, social purpose and text types Thinking Higher –order, critical, creative, metacognitive, self-awareness, reflection, self regulation and evaluation, lifelong learning (how to learn) skills. Strategies for learning, decision making, problem solving and generating, communication and interpersonal skills. Wait time. Questioning Convergent and divergent, open-ended, promote discussion, promote exploration and inquiry, teach active listening, value of difference and controversy. Guide on the side, “How do you know that?” Contextual learning Real world/life examples, and applications, interests, use of rich resources, authentic Technology Use to promote and improve learning Professional development Focusing on learning - Tchart, expectations, use of data, school-based action research. Team teaching Starting point for thinking and discussion. Can be explanded. Elaine Talbert. 6/05. Updated Feb 2006. Reviewed. Feb 2010.