In session seven, we learnt about three teaching styles. Aspects of the three teaching styles are shown in black. My use of the styles and potential areas for my development as a teacher are shown in blue
Teaching style: The Styles View
(focuses on how teachers teach)
- Teacher uses enthusiasm
Teaching style: The Styles View
(focuses on how teachers teach)
- Teacher uses enthusiasm
Generally I do. However, I could diplay more enthusiasm on occasions
- Provide overview at the start of something new
I do. Sometimes I could provide fuller and more clear explanations when explaining tasks.
- Provide overview at the start of something new
I do. Sometimes I could provide fuller and more clear explanations when explaining tasks.
- Minimise time teach up front
Generally yes. However I could still spend less time up front.
- Facilitate joint construction of knowledge
I have only used this to a limited degree due to nature of workshops and students I work with. Sometimes I have found that this approach does not work, as some students are not used to this model of learning.
Teaching style: The Outcomes Approach
(focuses on student results)
- Determined by what students achieve
I observe what students achieve during a workshop session. Sometimes what I achieve is intangible, but can be observed over time, such as the development of attitudes and positive modes of behaviour, such as employability skills. The workshops are not formally assessed which I believe is sometimes an issue. Sometimes I could check in more on all individuals within the group to see what they are achieving.
Generally yes. However I could still spend less time up front.
- Facilitate joint construction of knowledge
I have only used this to a limited degree due to nature of workshops and students I work with. Sometimes I have found that this approach does not work, as some students are not used to this model of learning.
Teaching style: The Outcomes Approach
(focuses on student results)
- Determined by what students achieve
I observe what students achieve during a workshop session. Sometimes what I achieve is intangible, but can be observed over time, such as the development of attitudes and positive modes of behaviour, such as employability skills. The workshops are not formally assessed which I believe is sometimes an issue. Sometimes I could check in more on all individuals within the group to see what they are achieving.
- Compare the results of my students versus others
Potentially this could be done, but is not done
- Compare the added value for my students versus others
Not done
- Effective teachers cause students to learn
- Flaws – prior knowledge differs, variation in student motivation
I definitely find this to be the case and at times find this issue difficult to address.
Teaching Style: The Inquiry Approach
(incorporates styles and outcomes with an inquiry based framework)
- This approach focuses on how the teacher’s actions impact on student outcomes, inquires into this to enhance student engagement and success.
I do this to some degree informally. I could put more conscious energy into this.
- Knowledge and skills – what questions to ask to help determine the relationship between iiiiii
teaching and learning. How to analyse effectiveness of teaching. Teacher needs to be open iiii minded to learning about their own teaching effectiveness –
At times I must admit that I am somewhat scared and anxious about evaluating own practice and facing up to my own inadequacies. As a result I may possess a little bit of ideological conservatism and wanting to stick to the tried and true rather than trying new and different ways of teaching. Need to feel the fear and embrace it and be OK with trying things and making mistakes. Need to face up to own weaknesses, be open to learning from mistakes and see them as an opportunity to improve.
At times I must admit that I am somewhat scared and anxious about evaluating own practice and facing up to my own inadequacies. As a result I may possess a little bit of ideological conservatism and wanting to stick to the tried and true rather than trying new and different ways of teaching. Need to feel the fear and embrace it and be OK with trying things and making mistakes. Need to face up to own weaknesses, be open to learning from mistakes and see them as an opportunity to improve.
VET practice
We also learnt about VET practice in session six. Aspects of VET practice are shown in black. My use of concepts from VET and potential areas for my development as a teacher are shown in blue
VET practice focuses on Authentic Learning
- Authentic learning – should be real world, complex and completed over sustained period of time. VET practice recommends that the student examine tasks from different perspectives using a variety of resources. VET practice provides students opportunity to reflect and collaborate to produce polished products.
- Authentic learning – should be real world, complex and completed over sustained period of time. VET practice recommends that the student examine tasks from different perspectives using a variety of resources. VET practice provides students opportunity to reflect and collaborate to produce polished products.
In my workshops I can contextualize problems, but it is difficult to make real life examplesiwith the time frames I deal with. As a result I do not feel this is feasible with the types of workshop I deliver.
- Vet practice advocates for a constructivist view of learning, where the learner actively experiences, reflects and constructs their own meaning and the learner is motivated by task.
I feel I do not use constructivist approaches enough. As a result I tried doing this on a couple of occasions. The first time I tried to do this I had some success. The second time I tried this it was a complete flop. (I will discuss what happened for this second attempt in a later post). Some students lacked the motivation or desire to learn in this way.
I feel I do not use constructivist approaches enough. As a result I tried doing this on a couple of occasions. The first time I tried to do this I had some success. The second time I tried this it was a complete flop. (I will discuss what happened for this second attempt in a later post). Some students lacked the motivation or desire to learn in this way.
- Learners need to be lead to this new way of constructive learning. You need to surrender control to the learners.
I feel this can be hard to do at times, with a sense of loss in control over how the activity is performed by the students. Some students are not used to this approach and struggle with what to do.
- Should provide appropriate level of stretch for students.
Sometimes I find it a challenge to get right level of stretch due to diverse abilities of groups work with. Sometimes I try to address this issue by mixing bright and less bright students together, so that brighter students can help teach less bright students.
- Spend less time up front
Could still spend less time up front
- Promote peer learning
Use this sometimes, but definitely could still do more of this
Use this sometimes, but definitely could still do more of this
- Applying e-learning technologies
Do this to some degree. Need to be conscious of how to use online tools in ways that are effective for student’s learning. Would like to create more online activities that enable student to student interaction.
- Workplace learning
Not applicable to me
Not applicable to me
- Personalise learning - consider prior learning and competence, build rapport with learner
I do this one on one and in small groups, but not so much for workshops. I could definitely do more to personalize learning to individuals in workshops, learn their names, etc.
I do this one on one and in small groups, but not so much for workshops. I could definitely do more to personalize learning to individuals in workshops, learn their names, etc.
- Goal – active and engaged learners.
Engagement with materials and classroom control main areas of concern to me.
The next section looks at positive characteristics of practitioners. How well I match this characteristics and actions I can take are written once again in blue.
Positive characteristics of practitioners
- Reflective
I personally reflect – however it is adhoc in nature as there is no formal process within my department. I believe it would be worthwhile to develop a reflective practice process within department.
- Responsive to learners
I am only partially responsive and could do more in this area.
I am only partially responsive and could do more in this area.
- Respectful of learners
Definitely
- Engaged with local enterprises
No, but do interact with lecturers to find out student needs
Engage more with lecturers and students to understand needs of departments and students iiiiii(esp. for workshops)
- Reach out to learn from and share their own knowledge with other practitioners
I do not do enough of this and should do more.
I do not do enough of this and should do more.
- Observe day to day – check to see whether the learners are engaged
Sometimes I observe, sometimes not. Sometimes everyone is engaged, sometimes not. Sometimes find it a challenge to get everyone engaged. I feel that the students need to see the materials as relevant, offering the right level of challenge and be of interest to them. If they do not see the materials as relevant, will switch off, regardless of educational merit. I feel that I should make more effort to observe and engage everyone, that I should attain imore feedback from the students and act more on this feedback.
Sometimes I observe, sometimes not. Sometimes everyone is engaged, sometimes not. Sometimes find it a challenge to get everyone engaged. I feel that the students need to see the materials as relevant, offering the right level of challenge and be of interest to them. If they do not see the materials as relevant, will switch off, regardless of educational merit. I feel that I should make more effort to observe and engage everyone, that I should attain imore feedback from the students and act more on this feedback.
- Enjoyment, emotional connection are as important as actual learning for students! Having fun!
Agreed. Sometimes I achieve this, sometimes I do not. I know it makes a big difference.
Some educational goals
It is important to instill skills, knowledge and attitudes, to upskill and update workers at a time of skills shortages.
Agreed. Sometimes I achieve this, sometimes I do not. I know it makes a big difference.
Some educational goals
It is important to instill skills, knowledge and attitudes, to upskill and update workers at a time of skills shortages.
Assessment Issues
Assessment can occur through authentic tasks, peer learning and e-learning
I believe that assessment is the main component missing in what I deliver. This makes it difficult to maintain interest of students in some of the workshops I deliver due to the students seeing the workshops as not being relevant to their goals. I do check to see whether students have understood concepts of workshop and can answer related questions, but this is not done through formal assessment. At this stage I do not have an answer to this issue.
Assessment can occur through authentic tasks, peer learning and e-learning
I believe that assessment is the main component missing in what I deliver. This makes it difficult to maintain interest of students in some of the workshops I deliver due to the students seeing the workshops as not being relevant to their goals. I do check to see whether students have understood concepts of workshop and can answer related questions, but this is not done through formal assessment. At this stage I do not have an answer to this issue.
Dean Nugent’s Powerpoint
Knowledge is produced in response to questions.
Knowledge is produced in response to questions.
Reflective practice PowerPoint - Dealing with difficult situations in class
Handling problematic students, methods and techniques, staring down, not repeating information if student is late, asking students to share when talkative, body posture
I would have liked to have attained a copy of our class discussion on this topic, as this is an area of weakness for me on certain occasions. I feel that classroom control and how to make some materials “relevant” are my main issues in teaching .
Matt video– Matt was interactive, culturally sensitive and engaged his audience
Inquiry approach – teacher effectiveness is determined by the quality of the inquiry into the relationship between teacher actions and student learning. Adopt an inquiry stance that is deliberate and systematic. My process is not deliberate and systematic!
Teacher practices are aimed at increasing student engagement and success.
Handling problematic students, methods and techniques, staring down, not repeating information if student is late, asking students to share when talkative, body posture
I would have liked to have attained a copy of our class discussion on this topic, as this is an area of weakness for me on certain occasions. I feel that classroom control and how to make some materials “relevant” are my main issues in teaching .
Matt video– Matt was interactive, culturally sensitive and engaged his audience
Inquiry approach – teacher effectiveness is determined by the quality of the inquiry into the relationship between teacher actions and student learning. Adopt an inquiry stance that is deliberate and systematic. My process is not deliberate and systematic!
Teacher practices are aimed at increasing student engagement and success.
Session 8
Session eight focused around qualities of a good teacher. My reflections of the topic are once again shown in blue
Who had an impact on your learning? What did they do that engaged me?
The teacher challenged me. Earned my respect. Was motivational
Putting teaching in context
Students account for 50% of variance in achievement. Students that bring more to the table achieve more. This is certainly the case in my experience of students from one semester to the next.
Home accounts for 5-10%
Schools account for 5-10%
Peer effects 5-10%
Teachers 30%
When I consider these things, it becomes apparent that the main factors to consider are feedback, quality of instruction, prior knowledge, motivation of student to learn, classroom environment and challenge of goals. This makes sense when I consider how well I have been able to deliver my level two numeracy and employability skills development workshops.
Session eight focused around qualities of a good teacher. My reflections of the topic are once again shown in blue
Who had an impact on your learning? What did they do that engaged me?
The teacher challenged me. Earned my respect. Was motivational
Putting teaching in context
Students account for 50% of variance in achievement. Students that bring more to the table achieve more. This is certainly the case in my experience of students from one semester to the next.
Home accounts for 5-10%
Schools account for 5-10%
Peer effects 5-10%
Teachers 30%
When I consider these things, it becomes apparent that the main factors to consider are feedback, quality of instruction, prior knowledge, motivation of student to learn, classroom environment and challenge of goals. This makes sense when I consider how well I have been able to deliver my level two numeracy and employability skills development workshops.
What do expert teachers do?
- Identify representations of their subject
- Integrate understanding
- Link in with student needs, responsive, unique, can anticipate student challenges with material
- Take problem solving stance
- Work uniquely with students
- Take advantage of new information
- Can anticipate, plan and improvise classroom activities in terms of length and content based on student handling of materials
- Guide learning through classroom interactions
- Create a climate for learning (area I need to work on) errors are welcomed, student questions are welcomed, engagement is the norm
- Can scan the classroom to monitor classroom situation and student behavior (still a bit of a novice in this area)
- Monitor learning and provide feedback
- Expert teachers are more adept at monitoring student problems and assessing their level of understanding and progress, and they provide much more relevant, useful feedback. Can attain and determine easier where students are at in terms of their learning. Can evaluate and test how effective their teaching is
- Attend to affective attributes
- Respect students (yes)
- Passionate about teaching and learning
- Influence student outcomes
- Engage students in learning, enhance self efficacy and self concept (sometimes I can achieve this). Set challenging goals, set and achieve surface and deep level learning outcomes
- Positively influence student achievement
Chart comparing Experienced and Expert teachers
Some potential modes to focus on to become a more “expert” teacher (areas that I perceive I should develop further to become an expert teacher are shown below:
- Creating and maintaining a suitable class climate
- Gathering and acting on student feedback
- Automicity
- Setting challenging tasks
- Encouraging surface and deep learning
Lesson 9: Classroom management
Concerns:
Trouble students classroom management techniques class monitors
fixed seating arrangements roll marking four hour lesson
engagement late students noisy students
keep your cool stop talking asking a student to leave
rewards interactive
students laughing and talking while you teach
Sometimes I allow “disengaged” students to detrimentally affect my delivery.
Need to work on engaging students and my own self belief and maintaining a positive motivational atmosphere when put under pressure
What impact does the way I manage my class have on what the students learn?
A lot
How effective are my current methods of managing my classes?
Could be better
Use of PMI
Plus
What have you done well throughout the year that has had a positive impact on the learning environment of your class(es)?
Controlled classroom discussion to focus on task
Minus
Describe an incident or a time that was difficult for you to manage the classroom behaviour of your students.
Negative student – impacted on class atmosphere
What could you have done differently?
Addressed sooner. Informed student that if they do not want to be here, then they should leave
Improvement
What can you set as a target for yourself in terms of improving your response to poor classroom behaviour? Be more assertive.
*What makes a good teacher?*
A good sense of humour
Strict with boundaries
Can work on both these aspects!!!
Be prepared, stop it! Take control…
Expect high results from students – can do more of this!
Non-Verbal Language
* High Status Body Langauge *
* Teacher Positioning *
* Calm*
Walk towards the problem (can do more of this to get attention of people at back of the class)
Agentic Teacher - nice summary of quailities to consider for teaching
· Rejects deficit theorising
· Cares for students and their performance
· Allows students to bring their own contexts into learning
· Sets high standards
· Manages classroom to enhance interactive pedagogy
· Provides Academic Feedback / Feed forward
· Uses a range of teaching and learning strategies
· Uses Co-construction and collaboration effectively
· Uses evidence of performance to guide teaching
about the learning
· Creates an engaging learning context
Upon reflection, how do I see my current level of engagement in my teaching programmes/ department/faculty/wider MIT?
Mixed – sometimes I can engage the students really well, other times I struggle somewhat.
What changes will I make to the management of my classes?
Concentrate on having more fun, plus greater control of class!
Cath Dickey’s Powerpoint
Get a clicker – relevant for me, reminder to walk more into space
An Effective Teacher…..
• Has some experience (Yes)
• Has good content background and is beginning to understand the learning process. (Yes)
• Has a belief that all students can learn (Yes)
• Has belief in their own ability (Need to work on this)
• Has the ability to connect with students (Sometimes – need to work on this)
• Allows students ‘worldview’ into the class (Sometimes – need to work on this)
• ‘Withitness’ (Generally yes)
• Eye contact (or above heads) - Yes
• Know your student (name, interests etc) – need to work on this
• Expectations (Yes)
• Students need to know you care. (Yes)
· Emotional Objectivity (Yes)
· Believe they can be successful (yes)
Maintain momentum
• Groups (Short Exercises)
• Assigning Roles (could do more of this to get full engagement)
• Using a timer (yes – do this most of the time)
• Encourage accountability (yes do this)
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