A development of my pedagogical framework.

1. By
Saranna Hunt (0061032316)
for
EDP3333: Pedagogy & Curriculum 3

2. Personal Framework of Learning
I believe that:
Building and maintaining positive
relationships, is highly important.
It is my responsibility to ensure a safe
and supportive learning environment.
All students have a right to learn.
Learning should be student-centered and
have real world application.

3. Theories and Theorists that Influence my beliefs
Behaviourist: Social Learning Theory: Albert Bandura.
Howard Garner’s Multiple Intelligences
Humanism: Abraham Maslow’s Hierarchy of
Needs.
Social Cognitive: Zone of Proximal Development:
Lev Vygotski
Social-Constructivism: Inquiry and Problem
Based Learning.

4. Positive relationships with students and their families
promotes:
 Student wellbeing
 Student engagement
 Academic achievement
 Resilience
 Increased positive behaviour
 Knowledge of students needs
In order to reach self-actualisation
the need of Belonging and Love
must be met.
Building and maintaining positive relationships.

5. Safe and supportive learning environment.
 Learning is a social process.
 Emotions affect learning.
 An individual’s behaviour is the result of the
interaction within their environment.
 A safe and supportive environment is one in which
students:
 Feel safe
 Are free to learn, explore and create
 Accepts mistakes
 Expected classroom rules and norms
 Ability to work in groups

6.  The environment affects learning
 Students learn by:
 Observing the behaviours of others and the outcomes of
these behaviours
 Modelled behaviour
 Rules and expectations need to be clear
 No Bullying Policy
 Safe practices
 Support can be provided through
 I Do, We Do, You Do
 Zone of Proximal Development
Safe and supportive learning environment.

7. Melbourne Declaration
on Educational Goals for
young Australians
 Promote equity and
excellence.
 All Australians become
successful learners,
confident and creative
individuals and active
and informed citizens.
All students
have a right
to learn

8. All students
have a right
to learn

9. Learning should be student-centered and have real
world application
Students constructing
meaning through:
• Real world relevance
• Interests
• Group and
collaborative work
• Problem and Inquiry-
based learning

10. Limitations
 Howard Gardner’s Multiple Intelligence
 Time Restraints
 Building positive relationships in order to create a safe
and supportive environment
 Takes time
 May interfere with curriculum timeline
 Student-centered lessons
 Limited resources
 Costly to families

11. References
Anderson, A., Christenson, S., Sinclair, M., & Lehr, C. (2004). Check & Connect: The Importance of
Relationships for Promoting Engagement with School. Journal of School Psychology, 42(2), 95-113. doi:
10.1016/j.jsp.2004.01.002
Anderson, K. (2007). Differentiating Instruction to include all Students. Preventing School Failure.
Retrieved from
http://www.dentonisd.org/cms/lib/tx21000245/centricity/Domain/900/diffedincludeall.pdf
Ashman, A. & Elkins, J. (Eds.). (2012). Education for Inclusion and Diversity. Frenchs Forest, NSW:
Pearson Australia.
Australian Curriculum, Assessment and Reporting Authority. (2013). Student Diversity. Retrieved 20
October, 2015, from http://www.acara.edu.au/curriculum/student_diversity/student_diversity.html
Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W., … Vick, M. (2011). Teaching
Making a Difference. Milton, QLD: John Wiley & Sons Australia.
Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
Howell, J. (2014). Teaching & Learning: Building Effective Pedagogies. Victoria: Oxford University Press
Rimm-Kaufman, S. & Sandilos, L. (n.d.). Improving students’ relationships with teachers to provide
essential support for learning. Retrieved 14 September, 2015, from
http://www.apa.org/education/k12/relationships.aspx
Thompson, N. & Wheeler, J. (2008). Learning Environment: Creating and Implementing a Safe,
Supportive Learning Environment. Journal of Family Consumer Sciences Education. 26, 235-245.
Retrieved from http://www.natefacs.org/JFCSE/Standards_eBook/Standards_eBook.pdf#page=245