Group 2 – Research Report “What it takes to be an effective teacher in the year 2010 and beyond?” Group 2 - Research Report 1 Members: Tori ROBINSON, Bernadette ROGERS, Danielle SMITH, Brooke SWAIN & Susan TAYLOR
1. Group 2 Research Report What it takes to be an effective
teacher in the year 2010 and beyond? Group 2 - Research Report 1
Members: Tori ROBINSON, Bernadette ROGERS, Danielle SMITH, Brooke
SWAIN & Susan TAYLOR
2. Introduction Group 2 - Research Report 2 Understand learners
COGNITIVE development Promote the use of TECHNOLOGY Apply
BEHAVIOURISM and SOCIAL COGNITIVE theories Focus on ASSESSMENT for
learning Be a PROFESSIONAL Know how to MOTIVATE And ENGAGE learners
Maintain a positive CLASSROOM and LEARNING environment What it
takes to be an effective teacher in the 21st century (2010 and
beyond)
3. Professionalism Group 2 - Research Report 3
4. Teachers have professional standards that they must apply to
teaching as they are looked upon as professionals rather than just
a classroom teacher (Whitton, Sinclair, Barker, Nanlohy &
Nosworthy 2004). Group 2 - Research Report 4 As teachers are role
models for the children of the future, teachers need to show
commitment to their students by caring about their learning (Eggen
& Kauchak, 2010)
5. Key elements of Professionalism Group 2 - Research Report 5
Professional Development Complex decision making Commitment to
lifelong learning Knowledge of content and learners Ethics Respect,
Caring, Integrity, Diligence, Open communication Reflecting on
teaching practices
6. Group 2 - Research Report 6 Behaviourismdef: Noun {mass
noun} Psychology The theory that human and animal behaviour can be
explained in terms of conditioning without appeal to thoughts or
feelings, and that. psychological disorders are best treated by
altering behaviour patterns (retrieved from
http://www.oxforddictionaries.com/definition/behaviourism?view=ukon
10-1-2011)
7. Classical Conditioning occurs when an individual learns to
produce an involuntary response (called the unconditioned
response), either emotional or physiological, that is similar to an
instinct or reflex to an event, object or situation (called the
unconditioned stimulus). Operant Conditioning is observable
behaviours that result from an event/consequences. The frequency
and duration of behaviour varies depending on the event
precipitating the behaviour. Teachers in the year 2010 and beyond
need to be aware of behavioural conditioning and, adjust
instruction, discipline approaches and management strategies
accordingly. Group 2 - Research Report 7
8. Reinforcement is a consequence or event that increases the
likelihood of a recurrence in behaviour. Positive reinforcement (+)
occurs when something is added to increase the frequency or
duration of a behaviour. Negative reinforcement (-) occurs when
something is taken away in order to increase a desired behaviour.
WHAT DOES THIS MEAN? Group 2 - Research Report 8
9. Foster a happy, inclusive environment in the classroom to
build positive associations of the school classroom. (Eggen &
Kauchak 2010) Adopt appropriate reinforcement to shape desired
behaviours(shaping) (Eggen & Kauchak 2010). Utiliseantecedents
to encourage behaviour that can be reinforced (Eggen & Kauchak
2010). Group 2 - Research Report 9
10. Constructivism Group 2 - Research Report 10
11. Social constructivism will guide the thinking of
educational leaders and teachers ( Martin, J., 2006, as cited in
Eggen & Kauchak, 2010 ) Guided by Vygotskys belief : learners
first construct knowledge in a social context then individually
internalize it, social constructivism will be promoted through
learner interaction.
12. 21st century learners will... ...benefit from cognitive
apprenticeships in the learning environment... ...search for
meaning, interact with the environment, test and modify existing
schemas ... ( Goicoechea & Packer, 2000 as cited in Eggen &
Kauchak, 2010) ...practise social interaction to assist in
construction of knowledge. ( Alexander & Fleming, as cited in
Eggen & Kauchak, 2010)
13. 21st century teachers will... ...support learners to
construct, rather than record knowledge... ...assist learners in
reconstructing their thinking to accommodate new evidence.. ( Eggen
& Kauchak, 2010) Effectively teach for conceptual change by
providing students with examples and the using social interaction
as a learning tool. Much of what we learn is specific to the
situation in which it is learned ( Anderson, J.R, Reder, L &
Simon, H., 1996, as cited in Eggen & Kauchak, 2010, p.233.).
Teachers will promote learning through activities that are
experience based, discovery orientated and include the use of
concrete objects. 21st century teachers will work together with
their students to ensure EVERYONE achieves.
14. Learning Environment Group 2 - Research Report 14 a
productive learning environment is defined as a classroom that is
orderly and focused on learning. In light of constructivist
theories that describe learners as constructing their own knowledge
rather than receiving it, the following points will show how a
productive learning environment can be achieved by a teacher in the
21st Century.
15. Teachers dont just provide or dictate information, rather
teachers promote interaction. This ensures students are cognitively
active which gets students involved through discussion and
experimenting. This is the perfect environment for learning
(understanding) to take place. (Eggen & Kauchak, 2010. pg.
238). Teachers can use this time to check perception. Students
cognitive load is also reduced in this process(Eggen & Kauchak,
2010. pg. 241). Since constructivism is in harmony with the model
of the human memory, 3 areas need to be achieved by teachers to
allow long term memory to take place: 1. get and hold students
attention so theyre focused. 2. Check student perception before a
misconception arises, this avoids misunderstanding and the wrong
information being encoded. 3. Limit cognitive load by giving
excessive amounts of information at one time.
16. When students are presented with a new idea, high quality
visual aides are important. It allows for students to use them as
experience to construct knowledge It holds students attention so
and can be the means to create conceptual change if a misconception
has been formed in the past, therefore old data can be revised
(Eggen & Kauchak, 2010. pg. 240 Para. 3). Connect content to
the real world to make it meaningful. Research has shown that
topics students are interested in are more easily retained.
Students attention is also able to be sustained. In a
constructivist learning environment it is even more vital for
information to be delivered in an organised way. This allows
knowledge to be stored in long term memory i.e. information has
been learned and processed successfully. Finally, assessment is
essential as a means to ensure the construction of knowledge is
accurate.
17. Classroom Managementin the 21st Century. Group 2 - Research
Report 17 From advances in cognitive science and learning theories,
students have become more responsible for their own learning
(Pryce, L. Tomorrows teacher, Teacher.tv). These suggestions will
help the modern day teacher to achieve orderly classrooms which are
a haven for learning:
18. Start the lesson on the right footing, the beginning of the
lesson is critical. Be calm, and comfortable, dont look scared
(Dixon, W. 2006). The very first lesson should start with teacher
and students collaboratively putting down some classroom rules so
students know what is expected of them. Show students respect and
maintain their dignity when dealing with them at all times. When
incidences arise handle them with a friendly attitude and humour,
this will go a long way in winning friends and respect. Humour will
also diffuse a heated situation (Maintaining classroom discipline,
1947).
19. Consistency should be manifested in what is expected of
students throughout the school. If consistency isnt shown in the
way students are dealt with, respect is easily lost. Reward good
behaviour, this harbours good teacher student relationships and
creates a healthy emotional atmosphere. Create strong relationships
between teacher and students and students with their peers. Let
students ask questions; tell them something about yourself, this
will help them to open up to you (Classroom management project
(year unknown)). Students who have a strength in a particular
subject should work with a weaker students and so forth.
20. Be neutral not accusatory, this will ensure students can
tell their side of the story and not get defensive. Incorporate
what students are interested in so lessons are stimulating and
meaningful. When students act up, either ignore behaviour and carry
on with the lesson, to then confront the student later privately.
If this still doesnt work use the S.W.A.T tactic i.e. State the
rule, Warn, Act, Time out (Dixon. W. 2006). If the student refuses
to leave the classroom or is threatening, other help should be
called for, as this may require help from a mental health
professional (Eggen and Kauchak, 2010). 20
21. Motivation Group 2 - Research Report 21
22. Group 2 - Research Report 22 Motivation to learn will
empower students to work intrinsically Understand your individual
students motivation to learn Give praise for genuine achievement
Use goal- directed activity to instigate and sustain
motivation
23. ENGAGE WITH YOUR STUDENTS... Group 2 - Research Report 23
...motivated students equal satisfied teachers
24. 24 set, monitor and use goals effectively Teach using
situational interest Give students choice Instil feelings of safety
and belonging eliminate anxiety from our classrooms Personalise
learning content Stimulate learners... work with their personal
interests Assist in promoting self esteem & self actualization
& student involvement Work with personal interest to ensure
effective, concrete learning Group 2 - Research Report
25. Get your students involved Group 2 - Research Report 25
Link content to the real world Provide logical, concrete and
coherent presentations
26. Assessment & Reporting Group 2 - Research Report
26
27. Formative Assessment: assessment during teaching as a way
to provide instant feedback and assess student progress (Eggen
& Kauchak, 2010) Summative Assessment: assessment after
teaching used to test student understanding for grading (Eggen
& Kauchak, 2010) The 21st Century will see a scale back of
summative assessment and replacement with alternative assessments
(McMillan, 2011) Portfolios Performance assessment Exhibitions
Journals Imagination is the limit
28. Focus on learning and increased competence (Eggen &
Kauchak, 2010) Assessment-anxious students use superficial
strategies instead of productive processes (Eggen & Kauchak,
2010) Emphasize understanding (Eggen & Kauchak, 2010)
29. (Eggen & Kauchak, 2010)
30. (Eggen & Kauchak, 2010)
31. Assessment in advancing technology Instantaneous assessment
reporting to both student and parents Interactive and online with
advancement of systems such as InCAS (Interactive Computerises
Assessment System) (reference) Global assessments, world wide
standards
32. Technology Group 2 - Research Report 32 The new learning
spaces incorporate technologies, engage the learner, creating new
learning possibilities, enhancing achievements and extending
interactions with local and global communities retrieved from
http://www.educationau.edu.au/learning-spaces 11-1-2010
33. Educators must aim to incorporate technology seamlessly
into classrooms to enhance instruction. Harness the power of social
networking sites to enhance existing relationships. Explore the
possibilities of digital gaming with educational games such as
Civilisation; which allows players to select a historical
civilisation and develop in a sustainable way. Ref: Klopfer, E.
Osterweil, S. Groff, J & Haas, J. 2009 Using the technology of
Today in the Classroom Today Massachusetts Institute of Technology
retrieved from
http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf on
11-1-2011 Group 2 - Research Report 33
34. The Smart board fosters interactive instruction allowing
students to be networked to each other, the teacher and the school
as a whole. Emails can be set up to correspond with fellow students
and teacher about homework and assignments. Computer research, e.g.
googling builds on students ability to identify relevant material
and discriminate between useful and irrelevant information. Ours is
a knowledge-creating civilization. A growing number of knowledge
societies (Stehr, 1994), are joined in a deliberate effort to
advance all the frontiers of knowledge. Sustained knowledge
advancement is seen as essential for social progress of all kinds
and for the solution of societal problems. From this standpoint the
fundamental task of education is to enculturate youth into this
knowledge-creating civilization and to help them find a place in
it. cited from Scardamalia, M., & Bereiter, C. (2006) Knowledge
building: Theory, pedagogy, and technology. In K. Sawyer (Ed.),
Cambridge Handbook of New York: Cambridge University Press
retrieved from http://ikit.org/fulltext/2006_KBTheory.pdf 12-1-2010
Group 2 - Research Report 34
35. Teachers need to be familiar with the various technologies
available in order to utilise them effectively. Use technology to
create authentic learning experiences based in real-life scenarios.
(McMillan, J.H. 2007) Utilise technology to support a
constructivist learning environment through exploring, researching,
identifying, discriminating and making connections. Group 2 -
Research Report 35