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What it takes to be an effective teacher in the year 2010 and beyond. What it takes to be an effective teacher in the year 2010 and beyond. Compiled by: Nora Lopes Sarah Matheson Sarah Montefiore Melissa Robinson Craig Winchcombe. Contents. EFFECTIVE CLASSROOM MANAGEMENT. - PowerPoint PPT Presentation
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What it takes to be an effective teacher in the year 2010 and beyond....
What it takes to be an effective teacher in the year 2010 and
beyond....
Compiled by:
Nora LopesSarah MathesonSarah MontefioreMelissa Robinson
Craig Winchcombe
ContentsTHEORIES OF TEACHING & LEARNING
BEHAVIOURISM
HOW BEHAVIOURISM IMPACTS LEARNING
COGNITIVISM 1
THEORIES OF CHILD DEVELOPMENT
COGNITIVISM 3
CONSTRUCTIVISM
HOW CONSTRUCTIVISM IMPACTS LEARNING
THEORY OF COOPERATIVE LEARNING& ITS IMPACT ON THE CLASSROM
EFFECTIVE CLASSROOM MANAGEMENT
CLASSROOM MANAGEMENT GOALS
PROFESSIONALISM
PEDAGOGICAL KNOWLEDGE
LEARNER DIVERSITY
LEARNERS WITH EXCEPTIONALITIES
DIGITAL STUDENTS
TEACHERS OF TODAY – TEACHERS OF THE FUTURE CHARACTERISTICS OF A 21ST CENTURY TEACHER
CLASSROOM OF THE FUTURE
CONCLUSION
MOTIVATIONAL THEORIES
HOW MOTIVATION IMPACTS LEARNING
What it
takes to be
an effecti
ve teache
r in the year 2010 and
beyond....
Theories of Teaching and
Learning
BEHAVIOURIST
THEORY
COGNITIVISTTHEORY
CONSTRUCTIVISTTHEORY
“Teaching and learning are two of the most fundamental components of the educational process, and both topics have long been of interest to a variety of individuals concerned with education, from philosophers to educational psychologists. Within an educational context, the two phenomena are so inextricably intertwined that it often is difficult to imagine one without the other” (Schuell, T.J., 1993).
Classroom Management
Learner Diversity
Professionali
smMotivation Assessment
Professional Knowledge
Base Pedagogy
Digital Students
21st Century Educators
BEHAVIOURALCONSEQUENCE
REINFORCEMENTAn event that decreases the likelihood that a behaviour
will recur
What it takes to be
an effectiv
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beyond....
PUNISHMENTAn event that decreases the likelihood that a behaviour
will recur
POSITIVE REINFORCEMENTAn increase in behaviour that results from being
presented with a stimulus
NEGATIVE REINFORCEMENTAn increase in behaviour
that results from and aversive stimulus being
removed or avoided.
PRESENTATION PUNISHMENT
An decrease in behaviour that results from being
presented with a stimulus
REMOVAL PUNISHMENTAn decrease in behaviour
that results from a stimulus being removed.
Figure 6.1 Consequences of behaviour (Eggen & Kauchak, 2010)
Behaviourism
Behaviourism Definition• “Behaviourism is a theory that explains learning in terms
of observable behaviours and how they’re influenced by stimuli from the environment. It defines learning as a relatively enduring change in observable behaviour as a result of experience.” (Eggen & Kauchak, 2010)
Weaknesses• Behaviourism theory has its limitations. It can not explain
higher order thinking and is considered ineffective in its use as a learning theory. (Eggen & Kauchak, 2010)
• Intrinsic motivation will be more useful to students then behaviour driven learning.
Strengths• While behaviourism is not effective in teaching practices
it is most commonly used for creating a positive learning environment and forming positive behaviour patterns (Eggen & Kauchak, 2010).
• Classroom management is one area that behaviourism theory is widely used by educators.
What it takes to be
an effectiv
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beyond....
Behaviourism for Classroom Management
Using Behaviourism for Effective Classroom
Management
ReinforcementPositive Negative
Adding a Stimulus e.g. Praising students
Avoiding a Stimulus e.g. Removal of a potential punisher following good behaviour.
Punishers are not effective in promoting positive behaviour. However they can be necessary in reducing undesirable behaviour and should be used sparingly.
Punishment
e.g. TimeoutsDetention
Removal of Privileges
Antecedents
“ Stimuli that precede and induce behaviours” (Eggen & Kauchak, 2010. P. 173)
e.g. Environmental Stimuli
Teacher behaviour Prompts & Cues
What it takes to be
an effectiv
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r in the year 2010 and
beyond....
What it takes to be an
effective teacher in the year
2010 and beyond...
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Cognitivism The North American Division Office of Education (2010) defined cognitivism as an information processing theory which explains how people perceive, learn, remember, and think about information. Cognitivism was established primarily by learning theorists Jean Piaget, Lev Vygotsky, David Ausubel, and Jerome Bruner.
Eggen & Kauchak (2010) continued to suggest the theory is grounded on the following principles:
• Learners’ experience influence learning and development
• Learners’ are mentally active in their attempts to comprehend those experiences
• Learner’s construct their knowledge as a result of developing understanding of their experiences
• Constructed knowledge relies on the knowledge the learner already possess
• Social environments improve learning
What it takes to be
an effectiv
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r in the year 2010 and
beyond....
What it takes to be an
effective teacher in the year
2010 and beyond...
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•McDevitt & Ormrod (2010) defined social learning theory as a theoretical perspective that concentrates on how children’s beliefs and goals affect their actions.
Social Learning Theory
•Psychodynamic theories defined by McDevitt & Ormrod (2010) focuses on the affect early experiences , internal conflicts and the environment have on later characteristics and behaviour.
Psychodynamic Theory
•Theoretical view acknowledged by McDevitt & Ormrod (2010) as inherited physiological structures of the body and brain that assist survival, growth and learning
Biological Theory
Theories of Child Development
What it takes to be
an effectiv
e teache
r in the year 2010 and
beyond....
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McDevitt & Ormrod (2010) defined social learning theory as a theoretical perspective that concentrates on how children’s beliefs and goals affect their actions.
What it takes to be
an effectiv
e teache
r in the year 2010 and
beyond....
CognitivismSocial Learning Theory
Psychodynamic Theory
Biological Theory
Psychodynamic theories defined by McDevitt & Ormrod (2010) focuses on the affect early experiences , internal conflicts and the environment have on later characteristics and behaviour.
Theoretical view acknowledged by McDevitt & Ormrod (2010) as inherited physiological structures of the body and brain that assist survival, growth and learning
Alt slide to keep theory format the same
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Underlines the thought processes and their changing character over the period of development.(Click on 1st picture to open hyperlink)
This pertains to the effects and influences of social and cultural systems on development by way of interaction with others. (Click on 2nd picture to open hyperlink)
Highlights the various internal and external aspects which come together to contribute to the development of the child.(Click on 4th picture to open hyperlink)
What it takes to be
an effectiv
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beyond....
Cognitivism
Cognitive – Development Theory
Sociocultural Theory
Developmental Systems Theory
Constructivism
What it takes to be
an effectiv
e teacher
in the
year 2010 and
beyond....
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. “Despite differences, all who study constructivism agree with the following principle: Learners construct, rather than record their own knowledge” (Eggen & Kauchak, 2010). Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
Characteristics of constructivism:
• Learners Construct knowledge that makes sense to them.
• New learning depends on current understanding.
• Social interaction facilitates learning.
• The most meaningful learning occurs within real-world tasks.
Figure 8.1 Characteristics of constructivism (Eggen & Kauchak, 2010)
How Constructivism Impacts Learning
What it
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ve teache
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Provide learners with a variety of examples and representations of
content
Connect content to the real world.
Promote high levels of interaction.
Treat verbal explanations skeptically.
Promote learning with assessment.
Figure 8.3 Suggestions for Classroom Practice(Eggen & Kauchak, 2010)
Constructivism presents an alternative view of what is regarded as knowledge, suggesting that there may be many ways of interpreting or understanding the world.
Motivational Theories
What it
takes to be
an effecti
ve teache
r in the year 2010 and
beyond....
As with learning, different theories of motivation offer frameworks for understanding student motivation. Theoretical views of motivation are outlined as:
Student motivation lies in the core of influencing performance and achievement at school. With the fast growing technological advances and a growing knowledge base, it is essential that motivation be continuous .
BEHAVIOURIST THEORIES
Focus on changes in behaviour that result
from experiences with the
environment.
COGNITIVE and SOCIAL COGNITIVE
THEORIES
Examine people’s expectations and beliefs and their
attempts to understand how the
world works.
SOCIOCULTURAL THEORIES
Emphasize individuals participation in
communities that value and support
learning.
HUMANISTIC THEORIES
Emphasize people’s attempts to fulfill
their total potential as human beings.
Figure 10.2 Theoretical views of motivation (Eggen & Kauchak, 2010, p286)
THEORIES OF MOTIVATION
“Motivation is the process whereby goal-directed activity is instigated and sustained”
(Schunk, Pintrich & Meece, 2008, p4, as cited in Eggen & Kauchak, 2010).
What it
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How Motivation Impacts on Learning
Student motivation influences both the learning journey and the meeting of expected outcomes. “Motivation is often classified into two broad categories. These are Extrinsic and Intrinsic Motivation. Extrinsic motivation is motivation to engage in an activity as a means to an end, whereas Intrinsic motivation is motivation to be involved in an activity for it’s own sake” (Schunk et al., 2008 as cited in Eggen & Kauchak, 2010). Students Needs and Motivation to LearnThree theories based on students needs are defined by Eggen & Kauchack, 2010 as:
Maslow’s hierarchy of needs (outlined below) The need for self-determination The need to preserve self-worth
Self-actualization(reaching one’s full
potential)
Self-esteem(recognition and
approval)
Belonging(love and acceptance
from family and peers)
Safety(freedom from
physical or emotional threat)
Survival(shelter, warmth,
food, water)
Maslow’s hierarchy of needs
Maslow’s hierarchy of needs, adapted from Figure 10.3, Eggen & Kauchak, 2010, p290
Growth needs
Deficiency needs
Theory of Cooperative Learning
& It’s Impact on the Classroom
What it
takes to be
an effecti
ve teache
r in the year 2010 and
beyond....
Collaborative and cooperative learning describes students working together in established groups to achieve a common goal. The view of a constructivist approach is that collaborative work offers many advantages to enhance learning.
The impact of Collaborative and cooperative learning on the classroom when working in well established and structured groups can benefit students in a positive way by:
Giving students an equal opportunity in achieving desired goals. All group members are working towards a common goal.
Can enhance less able students understanding of topic.
Emotional development through ideas being supported in an enthusiastic and encouraging group.
A wide range of thinking skills are utilised when students are explaining, negotiating and solving problems.
Improve communication and interpersonal skills.
Enhance social skills in working with peers and in leadership skills.
“Cooperative Learning is a set of instructional models in which students work in mixed-ability groups to reach specific learning and social interaction objectives. Cooperative learning is grounded in Vygotsky’s (1978, 1986) work, with its emphasis on social interaction as a mechanism for promoting cognitive development” (Eggen & Kauchak, 2010, p419).
Effective Classroom Management
What it
takes to be
an effecti
ve teache
r in the year 2010 and
beyond....
A well managed classroom impacts of the motivation of students within the environment.
“Principles of Planning for Classroom Management”
“Developmental differences Influence Classroom
Management”
“Management & Instruction are
Interdependent”
“Classroom Organization is
Essential for Classroom
Management”
“Rules & Procedures Are
the Cornerstone of
an Effective Management
System”
“The First Days of School Set the Tone for the
Year”
(Eggen & Kauchak, 2010, p356)
Classroom Management Goals
What it
takes to be
an effecti
ve teache
r in the year 2010 and
beyond....
Provide an environment of caring and trust to establish a safe, supportive, and positive learning environment for all students.
Encourage cooperation amongst students by developing learner responsibility.
“Goals of Classroom Management”“Creating a Community of Caring
& Trust”
“Developing Learner Responsibility”
“Maximizing Time and Opportunity for
Learning”
(Eggen & Kauchak, 2010, p354)
Professionalism
What it
takes to be
an effecti
ve teache
r in the year 2010 and
beyond....
The effective teachers knowledge needs to cover the social, cultural and learning needs of all students and knowledge of developmental characteristics of each individual student.
Teachers standards are being raised as cited in Eggen & Kauchak (2009) to become professionals who know and can do more.
Professionalism
Commitment to Learners
Reflective Practice
Professional Knowledge
Decision Making
Characteristics of professionalism Figure 1.1, Eggen & Kauchak (2009)
Characteristics of Professionalism:
What it
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ve teache
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beyond....
Pedagogical Knowledge
General Pedagogical Knowledge
Instructional Strategies
Classroom Management
General Pedagogical knowledge “Involves and understanding of essential principles of instruction and classroom management that transcends individual topics or subject matter areas” (Borko & Putnam, 1996; Darling-Hammond & Bransford, 2005 as cited in Eggen & Kauchak, 2010, p11)
Learner Diversity
What it takes to be an
effective teacher in the year 2010 and
beyond....
Culture
Gender Socioeconomic status
As teachers we need to embrace the diversity of our students and use the knowledge we have of these differences to provide a better learning experience.
What it takes to be
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Language
What it takes to be
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Learners with Exceptionalities
What it takes to be an
effective teacher in the year 2010 and
beyond....
These include students:
Who areGifted & Talented
or
Who have Learning
Disabilities
Attention – Deficit/ Hyperactivity Disorder
“Students who need special help and resources to reach their full potential.”
(Kauffman, McGee & Bingham, 2004 as cited in Eggen & Kauchak, 2010, p.16)
What it takes to be
an effectiv
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Intellectual Disabilities
Behaviour Disabilities
Autism Spectrum Disorders
Visual Disabilities
Communication Disorders
Hearing Disabilities
Teachers of Today….Unfortunately, there are still some educators in today’s society that are stuck in the old rote memorisation learning, lecturing, passing on information and not exploring or motivating students to learn. They are stuck in one teaching mode in the same old dull way, with dry lectures, boring worksheets and text books, repetition and drill. This would prove to be very boring for students. What
it takes to be
an effecti
ve teacher in the
year 2010 and
beyond....
…Teachers of the FutureIn the future teachers are going to have to wear many different hats and be very flexible. Teachers will need to move away from single subjects and into a greater range of expertise. Jobs, now and in the future, are not for life. Educators are going to have to be diverse in following young people’s interests.
Characteristics of a 21st Century Teacher
What it takes to be
an effectiv
e teache
r in the year
2010 and
beyond....
The AdaptorThe
Communicator
The Learner
The Visionary The Model
The Collaborator
The Risk Taker
What characteristics should a 21st Century teacher posses?
We know teaching is student centered. We know too, that they must be 21st Century learners as well. But teachers are more than this.
The 21st Century Learner
What it takes to be an
effective teacher in the year 2010 and
beyond....
Training Room (n.d) suggested Learners are individuals that bring their own needs and experiences into the classroom. The 21st century learner’s characteristics will influence the way they react in the classroom.
However they continued to imply, learner characteristics can offer some general information, be cautious not to stereotype your learners. Every learner is an individual and "general" learner characteristics should only be used as a guide.
What it takes to be
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2010 and
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Just a suggestion
What it
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“Today, the vocabulary of computing is all around you”
(Shelly et al., 2008).
Students today are real time learners using different technology to express themselves. Students who graduate from our schools in the 21st century will have to have the skills needed to be effective workers, citizens, and leaders in the new global economy.
Today’s students are essentially different from previous generations in the way they think, access, absorb, interpret, process and apply information.
Above all, they are different in the way they view, interact, and communicate in this technology-rich world.
Digital Students
Students from Previous Generations
Today’s Digital StudentsPassive communicators
Single taskers
Work orientated
Linear thinking
Relevancy not critical to learning
Single sensory input
Text-based first
Reality-based
Conventional speed
Learning has to be relevant & fun
Hypercommunicators
Multitaskers
Play orientated
Random access
Multisensory input
Digital and graphics first
Fantasy-based learning
Twitch speed
Understanding Today’s Digital Generation
Figure 1-16 (Shelly et al., 2008)
Classroom of the Future
What it takes to be an
effective teacher in the year 2010 and
beyond....
“Effective authentic teachers in the 21st century combine a living curriculum, media and technology with an inspirational classroom to empower and engage”
(missmelissa73, 2009)
(Click on classroom to open hyperlink)
What it takes to
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in the year
2010 and
beyond....
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The Future of Teaching
Teaching 2010 & Beyond
In light of the fast changing world, it is essential that teachers keep abreast of theory and classroom practice,
keep current, and be open to improvements and advancements in education procedures and ever
changing technologies to enhance our students learning experience.
(Click on globe to view clip)
What it takes to be
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Eggen P., & Kauchak D. (2010) Educational Psychology - Windows on Classrooms (8th Ed.). New Jersey: Pearson Education, Inc.
Fetherston, T. (2006). Becoming an effective teacher. Sydney: Thompson Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007). Teaching challenges & dilemmas (3rd. ed). South Melbourne: Thompson.
McDevitt, T., & Ormrod, J. E. (2010). Child development and education (4th ed.) New Jersey: Pearson Education
missmelissa73, (2009) Youtube Broadcast Yourself: Classroom for the Future. [Clip] Retrieved January 6, 2010 from http://www.youtube.com/watch?v=nPx4KrQcO4s
missmelissa73, (2009) Youtube Broadcast Yourself: Teaching 2010 and Beyond. [Clip] Retrieved January 6, 2010 from http://www.youtube.com/watch?v=gJtGCfMq85c
Shuell T.J., (1993) Journal Article Excerpt. Toward an Integrated Theory of Teaching and Learning. Vol 28
Shelly, G., Cashman, T., Gunter, R., & Gunter, G. (2008) Teachers Discovering Computers, Integrating Technology and Digital Media in the Classroom (5th Ed.). Boston: Cengage Learning Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., & Nosworthy, M. (2004). Learning for teaching: Teaching for learning.Victoria: Thompson
References
References continued….
