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Emboldening new teachers with tools: Pedagogy, Classroom management, Learning and assessment cycle, and Inclusive learning
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SkillsTech AustraliaTeacher Induction Program
15th March 2013
Instructional IntelligenceSimon Brown
9:00 – 10:15• Pedagogy• Classroom
Management
10:15 – 10:45 • Morning tea
10:45 – 12:25• Learning and
assessment cycle• Inclusive learning
The Godgy Brothers
• Pedagogy– the science and art of
education• Andragogy– learning strategies
focused on adults• Heutagogy– the study of self-
determined learning
Maslow’s Hierarchy of Needs (organiser)
Esteem
Social
Safety
Physiological
Heutagogy
Andragogy
Pedagogy
Self-actualisation
Sage on the Stage Vs. Guide on the Side
Pedagogy
• “Leading the child”• Instructor – develops conceptual knowledge – manages the content of learning activities
Cognitive learning theory(Piaget, Bruner, Vygotsky)
– recognize, recall, analyze, reflect, apply, create, understand, and evaluate
Andragogy• “Leading the man”
Humanist learning theory (Maslow, Rogers, Glasser)Malcolm Knowles’ Six Assumptions:
• Need to Know– Adults need to know the reason for learning something
• Foundation – Experience (including error) provides the basis for learning activities
• Self-concept – Adults need to be responsible for their decisions on education; involvement in the
planning and evaluation of their instruction• Readiness
– Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives
• Orientation – Adult learning is problem-centred rather than content-oriented
• Motivation – Adults respond better to internal versus external motivators
Double loop learning
Heutagogy
• “Self-directed learning”Constructivist learning theory
(Dewey, Montessori, Kolb)– learning how to learn – double loop learning– universal learning opportunities– a non-linear process– true learner self-direction
Concept attainment (strategy)Pedagogy
Andragogy
Heutagogytrue-learner self-direction
understand
universal-learning-opportunities
analyze
apply
create
double-loop-learning
evaluate
foundation
learning-how-to-learn
motivation
need-to-know
non-linear-process
orientation
readiness
recall
recognize
reflect
self-concept
Click and drag components to match the learning approach
Pedagogy Y-Chart (tactic)
Sounds like…Feels like…
Looks like…
awesome
Andragogy Y-Chart (tactic)
Sounds like…Feels like…
Looks like…
Heutagogy Y-Chart (tactic)
Sounds like…Feels like…
Looks like…
Organisers
Concepts
Tactics
StrategiesSkills
Instructional Intelligence(Co-operative Learning)
Think – Pair - Share (tactic)
Question for reflection and discussion:
In the context of students learning skills in your own trade area, is it better for them to Compete or to Co-operate?
1. Think about this question for about thirty seconds2. Discuss your thoughts with your partner for about one
minute3. If you are comfortable, share your partner’s views on this
matter with the group for no longer than one minute
The Johnsons’ 5 Basic Elements of Effective Group Work (concept)
Responsible for own learning
Willing to support others
Small group seating
Social skills
Communication skills
Critical thinking skills
Opportunities for reflection
Assessing group effort
Goal Role Resource Incentive
Outside force
Environment
Group identity
Sequence
Simulation
http://my.tafe.qld.gov.auStaff Induction 2013
http://my.tafe.qld.gov.auStaff Induction 2013
http://my.tafe.qld.gov.auStaff Induction 2013
http://my.tafe.qld.gov.auStaff Induction 2013
http://my.tafe.qld.gov.auStaff Induction 2013
Morning tea 10:15 – 10:45
Enrolment evidence
Participation evidence
Assessment evidence
Enrolment selection form
Training plan
Academic transcript
Class roll
Assessment tool
COS & Grade Report
ScenarioYou are a shopfitting teacher and one of your apprentice shopfitter students has completed CPCCJN3005A Cut and install glass during his first week of Group 6 training at Acacia Ridge campus. The student was late on the first day, left early (with his employer's permission) on the second day, and satisfactorily completed the assessment items on the third day. The student satisfactorily demonstrated underpinning knowledge and skills throughout this time. TaskUse the attached information and forms to record evidence of the student's enrolment, participation and assessment in CPCCJN3005A Cut and install glass
Recording evidence
Proving evidenceRecord evidence• Enrolment• Participation• Assessment
Prove evidence• Enrolment• Participation• Assessment
Swap enrolment/participation/assessment documents with another group.
Use the attached AVETMISS Audit Checklist to check the compliance of each member
regarding the student’s enrolment, participation and assessment in CPCCJN3005A Cut and install glass
Inclusion
Inclusive learning: A way forwardhttp://training.qld.gov.au/training-organisations/support/inclusive-learning.html
Resources:• Booklet• Framework strategy• Wall poster
Graffiti (tactic)
Topic
ideas
ideas
ideas
ideasWhat is
Inclusive Learning?
Place Mat (tactic)
Topic
ideas
ideas
ideas
ideas
How do we create an Inclusive
Learning environment?
Jigsaw (strategy)
Learners bring existing
knowledge and skills
Being inclusive is everyone’s
responsibility
Everyone learns
differently
Five core skills
underpin all learning
Inclusive learning: A way forwardActions for Teachers/trainers
Study the resources and report how you and your training delivery team will embed these four principles into day-to-day practice:1. Everyone learns differently2. Being inclusive is everyone’s responsibility3. Learners bring existing knowledge and skills4. Five core skills underpin all learning
Resources
• Anti-Discrimination Act 1991• Code of Conduct for the Queensland Public Service • principles of equity and diversity as outlined in
POL005 - Equity and Diversity• SkillsTech Australia Equity and Diversity policy• Department’s Equity and Diversity resources page at http://
training.qld.gov.au/information/equity-diversity/index.html• Reasonable Adjustment in teaching, learning and assessme
nt for learners with a disability - a guide for VET practitioners
• Inclusive Technology factsheets• Training and Work: inclusive environments (2009)
PLEASE COMPLETE THE EVALUATION SURVEY
Thank you for your participation today.
Wishing you many years of happy teaching
Simon Brown 0408 521 826
WEEKEND