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?
-clipart
YOU WILL NEED TO FORGET THE WAY IN WHICH YOU WERE EDUCATED BECAUSE WE
WILL BE DOING IT DIFFERENTLY IN this THE 21ST CENTURY
“What is the nature of the 21st century
learner?“BEHAVIOURISM IN THE 21st CENTURY
CLASSROOM”
•We will look at past V’s future teaching from the classroom
•How the information will be delivered to the student
•Summary of what we CAN to do differently
We can no longer rely on just the
Blackboard and books to teach our
Children, we have access to so much
more. We will still need to be in the classroom
with Primary aged students, but there may be
a larger group of students with a larger team
of teachers overseeing their individual learning.
Lets look at BEHAVOURISM
It 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
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
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)
How will 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 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
IT IS IMPORTANT TO DEVELOP A PERSONAL PHILOSPHY OF
EDUCATION
Together 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.
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
(Student and Teacher, 2010)
•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/stockphotography/image/600-01184727/Students-and-Teacher-in-Classroom
“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.
(Distance Learning, 2010)
(Media Effects, 2010)
(Clipart)
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
Use multiple technology
resources
Opportunities for
multitasking
Deliver fast, effective
and clear directions
for work
(Clipart)
Involve creativity and
students personal
experience
Provide interactive
learning experiences
(Clipart)
Burning, Learning or Yearning
AOntipafjntipa
What is Intelligence?
- Definition RIGHT
- Gardner’s Theory of Multiple
Intelligences
-
Nature Vs. Nurture
- Definition LEFT
- Middle Balance, most taken view
- Most contested view
- Evidence supporting fact that expirence often affects
intelligence for the better
AOntipafjntipa
Learning Disabilities
- 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)
How do you tell?
- Early identification
- Need to watch for uneven
learning rate VS Learn Disorder
-
AOntipafjntipa
Gifted and Talented?
- Definition
- Importance of early identification
- Problems associated with not meeting
requirements of those students
- Challenges faced by educators
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).
AOntipafjntipa
 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)
•
•
•
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
Ask questions
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Helps you determine whether students have accurately perceived the information you’ve taught.
Helps to activate students’ prior knowledge. (schema activation)
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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.
Make learning meaningful
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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)
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.
Thomlinson, C. (1999) The differentiated classroom: Responding to the needs of all learners Alexandria, V.a.:ASCD retrieved July 2010 from Curtin University Library
Understand each students’ natural learning method.
“ All students could learn, but we cannot expect them to learn in the same way.” ( Tobias, 1994)
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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.
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.
Teacher’s Role in the
Classroom
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Specify learning
objectives
Prepare learning
activities
Design assessments
•Student orientated learning
•Social interaction
•Experiences for students
•Free exploration
•Group reflection
•Learning with technology
CONSTRUCTIVIST TEACHING IN THE 21ST CENTURY
•Construct new
knowledge
•Accommodate
and adapt new
knowledge
•Experience and
reflect
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)
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
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
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.
Images:
Teachers and Classrooms (3) - Microsoft Clip Art
Brick Wall - http://www.tmsspecialtyproducts.com/media/Building-wallillustration/200902060741MCT_____MCTILLUS_20090206_Building_wall
Learning Styles Cartoons (3) - Study & Learning Centre, RMIT © 2007
(1) http://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/auditory.html
(2) http://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/visual.html
(3) http://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/kinesthetic.html