Task

Some qualities of effective teaching

The teaching–learning relationship

The implementation strategy

How will we know if we are succeeding?

Millions saw the apple fall, but Newton was the one who asked why.

2. The responsibility and the opportunities for developing the key competencies are a ‘whole school thing’: that it is about developing an enabling school culture as well as an enabling classroom culture.

That it is about deprivatising school practice as well as classroom practice and inviting communities in as teachers and learners.

NZC Overview scan

NZ Curriculum

The key competencies are an important part of the New Zealand Curriculum.

They focus on developing dispositions and behaviours that empower students to approach new learning opportunities with motivation and confidence, equipped with a range of strategies

and processes to negotiate and create new knowledge in the 21st century and beyond.

The knowledge and skills contained in each of the essential learning areas continues to be

important, school management and classroom teachers will need support to ensure that in

selecting relevant learning contexts and pedagogical approaches, that these attend to, and are conducive to, the development of the

key competencies.

NZ Curriculum

‘School culture is…the invisible but powerful mindsets that shape the learning environment as much or more than do the four walls of the

classroom.’Wagner, et al 2006

3.They can be seen as an real agent for pedagogical change and teacher inquiry, and can be supported through effective professional learning communities.

Education in the Industrial Society (the traditionally important paradigm)

Isolated from society

Most information on the function of schools is confidential

Initiates instruction

Teaches entire class

Evaluates students

Places low emphasis on communication skills

Mostly passive

Learns mostly at school

Hardly any teamwork

Takes answers from books and teachers

Learns answers to questions

Low interest in learning

Hardly involved in learning process

Minimal involvement in the process of instruction

No model for lifelong learning

School

Teacher

Student

Parents

J. Pelgrum IEA 1999Global Context

Education in the Information Society

Integrated in society

Information is openly available

Helps students find appropriate path of instruction

Guides students independent learning

Helps students evaluate their own progress

Places high emphasis on communication skills

More active

Learns outside as well

Much teamwork

Asks questions

Finds answers to questions

High interest in learning

Actively involved in learning process

Partner in the process of instruction

Provide model for life-long learning

Form versus Function:the critical understanding

Michael Fullan, Paul Cobb, et al

There is nothing intrinsically ‘bad’ about (direct instruction), or ‘good about co operative learning.

The overriding question must always be: In the time available, which pedagogical pathway is likely to lead students to the biggest pot of educational gold? (p345).

Ackermann(2003) in The Inquiring teacher: Clarifying the concept of teaching effectiveness Graeme Aiken First Time Principals Module 2. Powerpoint presentation

At the centre of the wheel is the learner.Innermost ring: key competencies(The NZC, pp. 12–13)Middle ring: learning areas(The NZC, pp. 16–33)Outermost ring: features of effective pedagogy(The NZC, pp. 34–36)

Key competencies Learning areas Effective pedagogy

T Thinking E English CSLE Creating a supportive learning environment

UL Using language, symbols, and texts

A The arts ERTA Encouraging reflective thought and action

MS Managing self H&PE Health and physical education

ERNL Enhancing the relevance of new learning

RO Relating to others LL Learning languages FSL Facilitating shared learning

PC Participating and contributing MS Mathematics and statistics MCPLE Making connections to prior learning and experience

S Science PSOL Providing sufficient opportunities to learn

SS Social sciences TI Teaching as inquiry

Te Technology E-LP E-learning and pedagogy

The Wheel from the NZC Exemplars for Learners with Special Needs Project

Many educators have suggested that better learning will not come from finding better ways for the teacher to instruct, but from giving the learner better opportunities to construct.

Sawyer, 1996; 326

‘Tell me and I forget, show me and I remember, involve me and I understand’.

‘When a technology with more capacity has been adopted, it’s often been used merely to extend current practices rather than to explore educational possibilities that are not otherwise available, namely active learning, virtual collaboration, virtual field trips, problem-based and inquiry based learning, publication of student work, and access to photos, graphics, and data not otherwise available.’

Peter CareyICT Integration in the Classroom, Australia

literacy

numeracy

e-learning

Learning Areas

key competencies

e learning can:

•Enable teachers to accommodate the varied learning styles and paces of learning within the classroom (differentiated instruction)

•Encourage students to become life long learners who can access, analyse, and synthesize information from a variety of sourcesCarey 1997b

Effective uses of technologies are embedded within practices that realise their functionality for different purposes.

The challenge then is to design and develop technological practices that

•Meet student needs and learning goals

•Promote the adoption of new learning environments which provide opportunities for students to construct their own knowledge

•Effect instructional change

Before technology is purchased or teachers participate in professional development, the needs and learning goals of students should be determined

What do students need to learn?

What would they like to know?

How can technology promote(enhance) these learning goals?

What are the types of technology that will best support efforts to meet these goals?

1. Experts see patterns and meanings not apparent to novices.

2. Experts have in-depth knowledge of their fields, structured so it is most useful.

3. Experts knowledge is not just a set of facts – it is structured to be accessible, transferrable and applicable to a variety of situations

4. Experts can easily retrieve their knowledge and learn new information in their fields with little effort.

Content

concepts

skills

Habits of mind

Joe Exline How People Learn: National Research Council 1999

Mind-mapping – concept mapping Buzan

Inspiration softwareHidden Lives of Learners - misconceptions

NZCER

4. That it has been helpful when asked to reflect on own competencies as adults to reinforce the notion of how context dependent and value laden they are.

Any assessment of development or progress in them, or an aspect of them, would need to have the context, and the support to successfully meet the criteria; criteria which is co-constructed and clearly defined.

Think of a situation where you may be a ‘novice’ for each of the key competencies.

When are you a novice?

Input Learning outcomesA

ffective

James Gee in Moss, P. et al. (2008) Assessment Ethics and Opportunities to Learn

5. That helping teachers and students to see their own socio-cultural positioning determines how they view a competency, and the considerations and support that must take place to ensure that there has been accessible learning opportunities, room for negotiation and that one is not assessing cultural or social capital.