4 .2 Connect learning to students' lives and aspirations


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Part two of TeFL Domain 4 Teaching for effective learning. South Australian teaching framework.

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  • Great post Cathy. Picasso's famous line comes to my mind: “Every child is an artist. The problem is how to remain an artist once he (or she!) grows up.” Its awesome to see how the current generation of early childhood education has become much more global than when I was coming up.
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  • These are our teaching guidelines for South Australia and I have repackaged them and so have set them out in a way so that I can use them easily as a focus for my teaching activities. The bullet points are there to ensure each point will be covered under that heading. I could number them but here are times when the good old bullet point is what you need. This Teaching for Effective Learning framework is added to the National Professional Standards so that we have ways and means of keeping good standards in the classroom. I appreciate your comment because I really like the TeFL frameowrk. It is the only thing I have found really useful to me as a teacher - so much so, I have made slide presentations about it!
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  • Cathy- this great work is also extensible to training. Your approach is comprehensive and takes into account the varying landscape of teaching. Organizations to survive have to be learning. I can not over-emphasize the value of this work (even though some shall object to the use of bullet points). Congrats Cathy for writing and sharing such an enlightening presentation.
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4 .2 Connect learning to students' lives and aspirations

  1. 1. Teaching for effective learning 4.2 Connect to students’ lives and aspirations
  2. 2. sally07 2
  3. 3. Acknowledge the personal significance of student contexts,cultures and aspirations  Do you have a monocultural, monolingual perspective?  How do other groups or cultures use this skill,knowledge strategy?  Are the practices culturally inclusive?  How might they use this knowledge in the future? sally07 3
  4. 4. Learner interest is generated through what comes through the door and what is generated in classroom  Value individual self- expression.  Offer activities where students choose their own way of completing them.  Offer different ways of learning content.  What lights them up? sally07 4
  5. 5. Support students to know themselves, their passions and their strengths  Create activities which allow them to dream.  Create activities where they explore for themselves.  Allow them to share their ideas with others.  Allow them to have input into their learning. sally07 5
  6. 6. Encourage new perspectives and discussion  Challenge their avenues of information.  Listen to responses and direct them onto new ground.  Pose guiding questions which encourage a complexity of thinking.  Allow them to discuss their ideas openly. sally07 6
  7. 7. Allow students to investigate and share learning interests  Encourage group and class presentations.  Encourage safe presentations to other audiences.  Encourage them to listen to everyone.  Allow them to understand that learning opportunities are everywhere and can be shared. sally07 7
  8. 8. Develop topics which demonstrate relevance to life beyond the classroom  Encourage students to connect learning with real issues.  Encourage students to connect learning with their aspirations.  Show them real life applications of what they are learning.  Allow them to see their learning as a continuum. sally07 8
  9. 9. Connect learning to issues of personal, local, national or international significance  Allow them to use their learning to create change.  Encourage them to use their learning in safe national/global situations  Encourage them to use their learning to contribute as citizens.  Allow them to use their learning in safe,new situations. sally07 9
  10. 10. Use contemporary technologies  Encourage them to experiment with technology  Encourage them to explore technology  Encourage them to look at technology in a complex way  Encourage them to compare the efficiency of devices for a particular task sally07 10
  11. 11. Ensure a range of purposes and community audiences  Get them to blog or use safe social media.  Get them to use their learning to produce materials for the benefit of all.  Look at presentation options.  Use a range of task presentations. sally07 11
  12. 12. Create ways of involving families  Create assignments where they need to discuss information with their families.  Create assignments they will talk about.  Ask them to speak with parents and family about different things.  Get them to compare cultural approaches to different aspects of their learning. sally07 12
  13. 13. Capitalise on unique strengths  Get them to connect safely globally and be rewarded for their uniqueness.  Allow them to draw or create artistic responses.  Value and discuss different approaches.  Get them to see if everyone does the same thing it can have its limits sally07 13
  14. 14. Identify the extra skills they need  Create assignments which highlight learning gaps.  Scaffold the harder things.  Create opportunities for them to see they need to learn.  Show examples of what they can achieve.  Let them contribute ideas and skills to challenges. sally07 14
  15. 15. Explore literacies  Look at how languages explain/understand things differently.  Use visual literacy.  Support literacy with captioning.  Challenge them to develop flexible ITC literacy.  Show them how meaning can change through medium of expression. sally07 15
  16. 16. @sally07 16 Government of South Australia 2013 Attribution