NTLTC 2011 - They can't learn if they don't attend - Reflections on student- teacher relationships
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NTLTC 2011 - They can't learn if they don't attend - Reflections on student- teacher relationships

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They can't learn if they don't attend - Reflections on student- teacher relationships in engaging our young adult students, to improve retention and success - Sam Honey, Bay of Plenty Polytechnic

They can't learn if they don't attend - Reflections on student- teacher relationships in engaging our young adult students, to improve retention and success - Sam Honey, Bay of Plenty Polytechnic

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  • Get to know each other early, build the team
  • Part of Treaty of Waitangi learning
  • Mix it up – one session 4 things to do

Transcript

  • 1. Engaging learners and maximising learning outcomes through active learning approaches- Sam Honey
  • 2. Happy, successful students
    ‘A teacher affects eternity,
    he can never tell where his
    influence stops’
    (Henry Adams)
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 3. Reflecting on our teaching practice
    …. Peeling back the layers of our daily work, looking under the surface of our teaching, making conscious attempts to see our teaching selves as students see us, or as an observer in our classrooms would. (McEntee,Appleby,Dowd,Grant,Hole and Silva, 2003,p.xiiii)
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 4. Reflecting on our teaching practice
    …. Peeling back the layers of our daily work, looking under the surface of our teaching, making conscious attempts to see our teaching selves as students see us, or as an observer in our classrooms would. (McEntee,Appleby,Dowd,Grant,Hole and Silva, 2003,p.xiiii)
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 5. Reflecting on our teaching practice
    …. Peeling back the layers of our daily work, looking under the surface of our teaching, making conscious attempts to see our teaching selves as students see us, or as an observer in our classrooms would. (McEntee,Appleby,Dowd,Grant,Hole and Silva, 2003,p.xiiii)
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 6. ‘My’ truth is…………….
    ‘Responsibility for motivation lies somewhere between resting entirely with the students and entirely with the tutor.’
    Anne Sturgess
  • 7. Reflecting on our teaching practice
    …. Peeling back the layers of our daily work, looking under the surface of our teaching, making conscious attempts to see our teaching selves as students see us, or as an observer in our classrooms would. (McEntee,Appleby,Dowd,Grant,Hole and Silva, 2003,p.xiiii)
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 8. Gen Z or Gen X or Y
    All have vast experience and knowledge to contribute
    All want to be respected and liked by tutors and fellow class ‘mates’
    Are a stimulated age group so we must work with that
    Like I.T and know far more about it than me!
    Want to find learning and the material interesting
    Want activity and to be challenged
    Want to know we have high expectations
    Want to be partners in learning - AKO
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 9. Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 10. Gen Z or Gen X or Y
    Don’t want to be talked down to AT ALL.
    Don’t want to listen to me (or you) for more than 10minutes at a time tops!
    Don’t want mind numbing repetition of activity or information, but do want revision often... Not always in writing..........
    Don’t want to feel shamed
    Don’t want to feel that their efforts aren’t recognised
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 11. Be a part of their team
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 12. They like
    Active learning and participation
    Using Text messaging and receiving etxts, even emails so send them questions by etxt
    Visual stimulus – they read far more than they realise
    Like extra resources being available and knowing how to source them – e.g. library, Kahurangi and Baylearn
    Using Internet and You Tube in class.....
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 13. Also like
    Did I mention being part of a team? whanaungatanga
    Having fun, having a laugh together, can learn from the ridiculous – b e a utiful!
    Being able to share cultural knowledge as part of the norm, not an added activity
    Being given time to make it to their goal, for some this may take best part of the course
    That you enjoy what you do!
    Oh, and YouTube....
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 14. Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
    Get to know each other early, build the team
  • 15. Keep students in charge of their learning and success
    Give opportunities for success early , 5 question quizzes, team quiz comps
    mix and match cards - laminate sets
    formative tests – self marked but you collect
    Pair and Group-activities often
    scenario role plays where you can formatively check their knowledge and understanding : even in trades
    also– posters, rounds, 2 minute papers, crosswords….
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 16. For example – Treaty of Waitangi Unit 5840
    Explore students’ current knowledge and understanding
    Discuss Lesson opportunities/ strategies/ activities/know learners
    Booklet/Module of information, active reading/ the WIIFM
    Continuum before and after, and discuss with Neighbour
    PowerPoint also available on Moodle
    DVDs, old documents (copies e.g the Treaty, submissions to Waitangi Tribunal), old posters and cartoons, music
    Access and direct students to websites
    Mix and match facts/ points of interest/ must knows
    Poster – e.g. timeline of events and Acts
    Debate (take opposite side), explain Treaty doc. to a friend
    Field trip to sites (with kaumatua) incl. Shared kai
    Guest speakers
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 17. Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
    A field trip as a part of Treaty of Waitangi learning
  • 18. Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
    Mix it up – one session 4 things to do
  • 19. Think of a classroom teaching/learning session – your case or another tutor’s
    What is the current student engagement? Are they into it? Or do they disengage early, get the ‘glaze’ on, or maybe don’t even come back to finish the session off?
    What energy would you like to see? how would the class session look if it was successful?, how would you know?
    Jot these ideas down....
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 20. What do you do in week one and two that builds the team in your class?
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 21. These activities centre around your own case studies, your classes
    What types of learners do you teach?
    What do you know about each of them?
    What are their reactions to various delivery methods?
    Do you see engagement as their issue or yours?
    What do you do when they start fazing out?
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 22. What active learning strategies do you have in your kete?
    10 minute brainstorm in your group
    Write activities/strategies on post its
    Post on white board/poster
    Come up and take a look at
    others ideas
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 23. Using your strategies
    A lesson on teaching students study techniques
    Yep brainstorm!
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY
  • 24. Design a 10 - 30 minute activity
    From your opportunity map, knowing your objectives, design a 30 minute lesson plan using your strategies
    You have 10 minutes!
    Certificate in Preparation for law Enforcement - Sam Honey BOPPOLY