Learning and Teaching - putting it all together C. Practices and Models

Goals Review some of the more important ideas regarding Teaching and Learning Have these in mind as the T & L committee present their first draft of Key Principles of Teaching and Learning Provide some ideas to reflect upon

Review some of the more important ideas regarding Teaching and Learning

Have these in mind as the T & L committee present their first draft of Key Principles of Teaching and Learning

Provide some ideas to reflect upon

Teaching and Learning a reminder of: A. Theories of Learning B. Research C. Practices and Models

a reminder of:

A. Theories of Learning

B. Research

C. Practices and Models

C. Practices and Models of T & L 1. Backwards Planning 2. New Literacies for Success in the Information Age 3. Authentic Learning and Assessment Tasks 4. Ruth Sutton 5. Optimal Learning

1. Backwards Planning

2. New Literacies for Success in the Information Age

3. Authentic Learning and Assessment Tasks

4. Ruth Sutton

5. Optimal Learning

C. Practices and Models of T & L 1. Backwards Planning Identify desired results Determine acceptable evidence Plan learning experiences and instruction

1. Backwards Planning

Identify desired results

Determine acceptable evidence

Plan learning experiences and instruction

C. Practices and Models of T & L 2. New Literacies for Success in the Information Age

2. New Literacies for Success in the Information Age

New Literacies for success in the Information Age

C. Practices and Models of T & L 3. Authentic Learning and Assessment Tasks A G oal A R ole An A udience A S ituation A P erformance & S tandards

3. Authentic Learning and Assessment Tasks

A G oal

A R ole

An A udience

A S ituation

A P erformance

& S tandards

C. Practices and Models of T & L 4. INSET on Monday 3 rd May, 2004, by Ruth Sutton “What kind of learners are we?”

4. INSET on Monday

3 rd May, 2004, by

Ruth Sutton

“What kind of learners

are we?”

Styles of learning Visual Auditory Reading Kinesthetic What’s your preference? What do you think your students’ learning styles are, and how do you know?

Visual

Auditory

Reading

Kinesthetic

What’s your preference?

What do you think your students’ learning styles are, and how do you know?

And approaches to thinking? Abstract Or Concrete?

Abstract

Or

Concrete?

Sequential or Random?

Bloom’s Taxonomy There are different levels of thinking and thinking activities Starting with the easiest: Knowledge > Comprehension > Application > Analysis > Synthesis > Evaluation Our job is to challenge and enhance our students’ thinking through the tasks we provide for them

There are different levels of thinking and thinking activities

Starting with the easiest:

Knowledge > Comprehension > Application > Analysis > Synthesis > Evaluation

Our job is to challenge and enhance our students’ thinking through the tasks we provide for them

C. Practices and Models of T & L 5. Optimal Learning with Trevor Hawes “ If you think you can, or if you think you can’t, you’re right”

5. Optimal Learning with Trevor Hawes

C. Practices and Models of T & L 5. Optimal Learning with Trevor Hawes Triune Brain: Reptilian Limbic Neo-cortex

5. Optimal Learning with Trevor Hawes

C. Practices and Models of T & L 5. Optimal Learning with Trevor Hawes Learning Implications: Consider learner differences Develop whole-brain usage Learning how to learn Music to anchor states Rich and stimulating environment Teach as if the brain mattered

5. Optimal Learning with Trevor Hawes

Teachers – How does classroom practice facilitate Optimal Learning for all students? Do Teachers: Ensure conditions right for learning Present in ways student can A cquire and A bsorb it Enable students to C onstruct meaning Review for effective recall and retention ( T ransfer into long term memory) Provide feedback and celebrate success Recognise and celebrate all forms of intelligence Take into account gender and learning? Tune students in to CITV and WIIFM ?

Do Teachers:

Ensure conditions right for learning

Present in ways student can A cquire and A bsorb it

Enable students to C onstruct meaning

Review for effective recall and retention ( T ransfer into long term memory)

Provide feedback and celebrate success

Recognise and celebrate all forms of intelligence

Take into account gender and learning?

Tune students in to CITV and WIIFM ?

Teachers – How does classroom practice facilitate optimal learning for all students? Are Students: Relaxed to learn Setting goals Feeling challenged, curious, confident Switching on their RAS Finding the material relevant and relating to previous learning Working whole-brained (Left/Right) Working VAK -ly (or VARK -ly) Constructing meaning Using and developing all intelligences Reviewing – running electricity around at least 5 times?

Are Students:

Relaxed to learn

Setting goals

Feeling challenged, curious, confident

Switching on their RAS

Finding the material relevant and relating to previous learning

Working whole-brained (Left/Right)

Working VAK -ly (or VARK -ly)

Constructing meaning

Using and developing all intelligences

Reviewing – running electricity around at least 5 times?

C. Practices and Models of T & L 5. Optimal Learning with Trevor Hawes A good teacher reaches 80% of her students; a great teacher reaches 80% of her students. What is the difference? The good teacher reaches the same students lesson after lesson, the great teacher varies her techniques to reach ALL students over time.

5. Optimal Learning with Trevor Hawes

Goals Review some of the more important ideas regarding Teaching and Learning Have these in mind as the T & L committee present their first draft of Key Principles of Teaching and Learning Provide some ideas to reflect upon (Presentation given 27 th September 2004

Review some of the more important ideas regarding Teaching and Learning

Have these in mind as the T & L committee present their first draft of Key Principles of Teaching and Learning

Provide some ideas to reflect upon

(Presentation given 27 th September 2004