What it takes to be an effective teacher in the year 2010 and beyond.

Presented by: Ellie Stahl, Michael Smedley, Samantha Rippingale, Sarah Robbins & Tracy Savage

WELCOME

SO YOU WANT TO BE A TEACHER IN THE 21st CENTURY?

-clipartYOU WILL NEED TO FORGET THE WAY IN WHICH YOU WERE EDUCATED BECAUSE WE WILL BE DOING IT DIFFERENTLY IN this THE 21ST CENTURY

“BEHAVIOURISM IN THE 21st CENTURY CLASSROOM”

•We will look at past versus future teaching from the classroom

•How the information will be delivered to the student

•Summary of What we CAN do differently

We can no longer rely on just the Blackboard and books to teach our

Children, we have access to so muchmore. We will still need to be in the classroomwith Primary aged students, but there may be a larger group of students with a larger team

of teachers overseeing their individual learning.

Teachers of the future will take on the role of a mentor and act as facilitators, as pupils build their own route in education (Teachers T.V. Libby Pryce)

Classical conditioning is a technique used in behavioural training in which a naturally occurring stimulus is paired with a response. By Kendra Cherry, About.com Guide

Operant conditioning Operant conditioning is a method of learning that occurs through rewards and punishments for behaviour By Kendra Cherry, About.com Guide

Lets look at BEHAVOURISMIt is a theory that explains learning in terms of observable

behaviours and how they’re influenced by stimuli from the environment.

Reference;(Eggen, Kauchak, 2010 p164

Out of th

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abies

How the information will be delivered to the student

- It will be the teacher's role to guide learners towards a broad and balanced curriculum and teach them the skills needed to embark on personal study and research. - Conferencing will take on a major role as teachers encourage self-assessment and reflection. - In short, they will unlock the potential within all learners and empower them with the tools for learning. (Teachers T.V. Libby Pryce)

•Personalised learning should become the future in schools. •I believe there will still be a need for the provision of key subjects. •These will form the foundations of learning, and learners will then build their own curriculum based upon individual needs and interests. •There will be a curriculum entitlement based on choice, breadth of study and personal interest. (Teachers.T.V. Libby Pryce)

WOW what powerful words Libby Pryce writes in her article, to dream of the future classroom .

•If only we could go back and have that type of education the possibilities would seem endless. •How great to be a part of this changing time in teaching.•To bring the learning's from our past philosophers and experiment within the classroom with the individual child’s; individual skills, abilities, strengths and weakness and watch them take off to reach their goals.

•The possibilities for individuals to choose their own education route

•Imagine their enthusiasm to learn with so much individual choice in HOW they learn .

•Networking and sharing information will be at their fingertips

Summary of what we CAN do differently

The Montessori method is an approach to educating children

based on the research and experiences of Ita

lian physician and

educator Maria Montessori (

1870–1952). It arose essentially fro

m Dr.

Montessori's discovery of w

hat she referre

d to as "the child's tru

e

normal nature" in

1907

Reference; From W

ikipedia, the fre

e encyclopaedia

WE NEED TO BELIEVE IT IS IMPORTANT TO DEVELOP A PERSONAL PHILOSOPHY OF EDUCATIONTogether with the child we can build them a future based on their individual strengths and weakness, offer them opportunities and teach them about the external threats.

A teacher's personal philosophy of education is a critical element in his

or her approach to guiding children along the path of enlightenment.

- Barbara Wilt

Personal Educational Philosophiser's that stand out for th

eir work

Albert Einstein, John Dewey,

Paulo Freire, Rudolf S

teiner,

Maria Montessori, Kurt H

ahn

The Motivation that educators provide in the classroom to 21st century learners encourages:

•Development

•Self-worth

•Competence and achievement

•Emotional satisfaction

•Commitment

•Happy and satisfied students

•The ability to learn for personal interest and to achieve good grades (Intrinsic motivation and Extrinsic Motivation)

Eggen, P., & Kauchak, D. (2010) Educational Psychology: Windows on classrooms. New Jersey: Pearson.

Student and Teacher in Classroom [Image]. (2010) Retrieved from http://www.masterfile.com/stock-photography/image/600-01184727/Students-and-Teacher-in-Classroom

(Student and Teacher, 2010)

“Talk about school as an opportunity and something fun rather than being a chore as something that has to be done” (Minnigerode, 2008)

Examples of stimulating work tasks or encouragement in the classroom:

• Provide moderately difficult challenges to provide emotional satisfaction. (Eggen & Kauchak, 2010)• Allow students to choose and include their own personal experience and creativity into work tasks. • Provide clear, quick and direct instructions.• Set work tasks to allow students to enjoy their study and understand the subject and the relevance.• Allow students to feel competent, satisfied, and as though achievement is always reachable.

Eggen, P., & Kauchak, D. (2010) Educational Psychology: Windows on classrooms. New Jersey: Pearson.

L, Minnigerode. (2008, December 16) Education and Motivating Students: Motivating At-Risk Students [video file]. Retrieved from http://www.youtube.com/watch?v=me5u0Rab3RQ&feature=channel

According to Juke (2005), some suggestions for how teaching should be adapted to better meet the needs of today’s learners are:

increasing the speed at which information is presented, providing opportunities for multitasking and interactive learning and presenting

information through a variety of media.

(Media Effects, 2010) (3)

Distance Learning [Image]. (2010) Retrieved from http://www.vdh.state.va.us/distancelearning/

Jukes, I. (2005, May). Understanding Digital Kids (DKs): Teaching & learning in the new digital landscape. Retrieved May 25, 2005, from http://www.thecommittedsardine.net/infosavvy/education/handouts/it.pdf

Media Effects [Image]. (2010) Retrieved from http://www.nsf.gov/news/news_images.jsp?cntn_id=102813&org=NSF

(Distance Learning, 2010) (2)

(Clipart) (1)

Use multiple technology resources

Deliver fast, effective and clear directions for work

Involve creativity and students personal experience

Provide interactive learning experiences

Opportunities for multitasking

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Burning, Learning or Yearning

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What is Intelligence?

Nature Vs. Nurture

“defined as the ability to acquire and use

knowledge, solve problems and reason in

the abstract and adapt to new situations in

the environment. Most experts also agree

that it depends on culture”

Ackerman & Lohman,2006;J.Li,2004;Sternberg,2004

- Definition RIGHT- Gardner’s Theory of Multiple Intelligences-

- Definition LEFT- Middle Balance, most taken

view- Most contested view

- Evidence supporting fact that expirence often affects intelligence for the better

Nurture view of intelligence. The assertion that emphasizes the influence of the environment on

intelligence.Ackerman & Lohman,2006;J.Li,2004;Sternberg,2004

Nature view of intelligence. The assertion that

intelligence is essentially determined by genetics.Eggen,

Paul. Educational Psychology: Windows on Classrooms,

8th Edition. Allyn & Bacon/Australia, Jan-09. 155).

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Learning Disabilities

How do you tell?

- Using labels, ie Disability, Disorder, Handicap- Issues with labeling

Disorder. A general malfunction of mental,physical,or psychological processes.

(Eggen, Paul. Educational Psychology: Windows on Classrooms, 8th Edition. Allyn & Bacon/Australia, Jan-09. 162)

Handicap. A condition imposed on a person’s functioning that restricts the individual’s

abilities. (Eggen, Paul. Educational Psychology: Windows on Classrooms, 8th Edition. Allyn & Bacon/Australia, Jan-09. 162)

- Early identification- Need to watch for uneven learning rate VS Learn Disorder-

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Gifted and Talented?

At onetime, gifted was the only term educators used, but now the enlarged category includes students who do well on IQ tests (typically

130 and above) and those who demonstrate talents in a range of areas, such as math, creative writing, and music

(G. Davis&Rimm,2004).

- Definition- Importance of early identification- Problems associated with not meeting requirements of those students- Challenges faced by educators

• Plan attention-grabbing lessons : Remember lesson length vs. age group. Be creative! Use modern technology.

• Use students’ names. “The use of students’ names is one of the most powerful attention getters that exist, and

effective teachers call on individuals instead of directing questions to the class as a whole. When this becomes a pattern, attention and achievement increase significantly.” (Eggen & Kauchak, 2010, p. 208; Eggen & Kauchak 2006; McDougall & Granby, 1996)

• Have students actively involved in learning activities.

You could use:• Visual aids•Out-of -the ordinary events•Real-life problems•Demonstrations•Thought-provoking questions•Computers e.g. online learning with Mathletics etc.•Interactive Whiteboards•Mind maps

Eggen, P., & Kauchak, D. (2010) Educational Psychology: Windows on Classrooms (8th Ed.) New Jersey: Pearson

Maintain students’ attention• “Because attention is where learning begins, attracting and maintaining student attention are essential.” (Eggen & Kauchak ,2010, p.207 ; Curtindale et al., 2007 ; Valenzeno, Alibali, & Klatzky, 2003)

Helps you determine whether students have accurately perceived the information you’ve taught. Helps to activate students’ prior knowledge. (schema activation)

Use reviews Ask what they already know on a topic. Have them share personal experiences relating to the topic.

Places students into cognitively active roles when used to help guide thinking and learning.

Ask questions

Present information with interconnecting ideas. Incorporate mind maps, models, demonstration into your lessons.

Teach closely related items together. Helps to avoid confusion further down the track.

Relevancy Try to offer real-life and practical experiences in your classroom.

Provide rich learning experiences. “...providing children with rich learning experiences can amplify their intelligence, and denying them such

richness of experience can diminish their intelligence.” (Thomlinson, 1999, p. 18; Caine & Caine, 1991)

Make learning meaningful

Thomlinson, C. (1999) The differentiated classroom: Responding to the needs of all learners Alexandria, V.a.:ASCD retrieved July 2010 from Curtin University Library

• Remember students construct their own knowledge based on prior knowledge and experiences.

A student’s mind is like a brick wall. If a row is missing a brick you cannot build the next row on top of it; same as if a student skips learning something, they cannot build on top of it until that brick is put in place.

(Clipart) (1) Brick Wall (2)

Auditory learners: Learn by listening to verbal instructions; remember by forming the sounds

of words. Lesson ideas: Verbal drills (with a classmate or computer), help them put

information into a rhythmic pattern (like a poem, a song, or a rap), YouTube, interactive immersion programs; for reading assignments - let them read aloud, use audio e-books.

Visual learners: Learn by seeing and watching; use strong visual associations. Lesson ideas: YouTube clips, interactive immersion programs,

powerpoint,

wikispaces, blogging; encourage them to take notes or doodle while listening, have them draw their own picture (no matter how bad they think it looks) to associate with facts, letters, or words.

Kinesthetic/Tactile learners: Learn by becoming physically involved and actually doing something with

what’s being learned. Lesson ideas: Interactive immersion programs, using 3D modelling

software, provide them with stories to read that are filled with action, have them listen to audio e-books while they do something physical, instruct them to take notes or highlight information while listening, use activities/play games that involve their whole body, try to provide small “breaks” in class – especially with sit down work.

Understand each students’ natural learning method. “ All students could learn, but we cannot expect them to learn in the same way.” ( Tobias, 1994)

Tobias, C. (1994) The way they learn: How to discover and teach to your child’s strengths (pp. 91-97) Wheaton, Illinois: Tyndale House Publishers, Inc.

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Specify learning objectives

Prepare learning activities

Design assessments

Teacher’s Role in the Classroom

•Student orientated learning•Social interaction•Experiences for students•Free exploration•Group reflection•Learning with technology

The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. (Alvin Toffler)

•Construct new knowledge•Accommodate and adapt new knowledge•Experience and reflect

CONSTRUCTIVIST TEACHING IN THE 21ST CENTURY

Images:Slide 2: Microsoft ClipartSlide 3:Teachers of the future will take on the role of a mentor and act as facilitators, as pupils build their own route in education (Teachers T.V. Libby Pryce) Slide 6: Student and Teacher in Classroom [Image]. (2010) Retrieved from http://www.masterfile.com/stock-photography/image/600-01184727/Students-and-Teacher-in-Classroom Slide 8: Image 1: Microsoft Clipart Image 2: Distance Learning [Image]. (2010) Retrieved from http://www.vdh.state.va.us/distancelearning/ Image3: Media Effects [Image]. (2010) Retrieved from

http://www.nsf.gov/news/news_images.jsp?cntn_id=102813&org=NSF Slide 9: Image 1: Microsoft Clipart Image 2: Microsoft ClipartSlide 12: ???Slide 14: Microsoft ClipartSlide 15: Microsoft ClipartSlide 16: Image 1: Microsoft Clipart Image 2: Brick Wall [Image]. Retrieved from http://www.tmsspecialtyproducts.com/media/Building-wall-illustration/200902060741MCT

Slide 17: Image 1: Learning Styles Cartoons [Image] - Study & Learning Centre, RMIT © 2007. Retrieved from http://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/auditory.html Image 2: Learning Styles Cartoons [Image] - Study & Learning Centre, RMIT © 2007. Retrieved from http://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/visual.html Image 3: Learning Styles Cartoons [Image] - Study & Learning Centre, RMIT © 2007. Retrieved from http://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/kinesthetic.htmlSlide 18: Image 1: Teacher [Image]. Retrieved from http://www.ltscotland.org.uk/maximisingpotential/unit6/index.asp Image 2: Blackboard [Image]. Retrieved from http://bobphibbs.wordpress.com/2009/04/07/business-must-be-on-facebook/Slide 19: IPAD Learning [Image]. Retrieved from http://woolsthorpeps.globalstudent.org.au/2010/06/08/ipads-hit-school/ (11/07/2010)Slide 20: Group Work [Image]. Retrieved from adamstuart.blogspot.com/2007_02_01_archive.html

Ackerman & Lohman,2006;J.Li,2004;Sternberg,2004

Eggen, P., & Kauchak, D. (2010) Educational psychology: Windows on classrooms (8th Ed.) 207, 196 - 217, New Jersey: Pearson

Eggen, P., & Kauchak, D. (2006) Strategies and models for teachers: Teaching content and thinking skills (5th Ed.) Boston: Allyn & Bacon

Jukes, I. (2005, May). Understanding Digital Kids (DKs): Teaching & learning in the new digital landscape. Retrieved May 25, 2005, from http://www.thecommittedsardine.net/infosavvy/education/handouts/it.pdf

L, Minnigerode. (2008, December 16) Education and Motivating Students: Motivating At-Risk Students [video file]. Retrieved from http://www.youtube.com/watch?v=me5u0Rab3RQ&feature=channel

McDougall, D., & Granby, C. (1996) How expectation of questioning method affects undergraduates’ preparation for class. Journal of Experimental Education, 65, 43-54

Paul. Educational Psychology: Windows on Classrooms, 8th Edition. Allyn & Bacon/Australia, Jan-09. 155).

Quote Garden. Retrieved www.quotegarden.com/learning.html Last modified 2009 Jun 07 Sun 10:34 PDT

Tobias, C. (1994) The way they learn: How to discover and teach to your child’s strengths (pp. 91-97) Wheaton, Illinois: Tyndale House Publishers, Inc.

Valenzeno, L., Alibali, M., & Klatzsky, R. (2003). Teachers’ gestures facilitate students’ learning: A lesson in symmetry. Contemporary Educational Psychology, 28, 187-204.