The role of teacher by Sun Xingruo
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The role of teacher by Sun Xingruo Presentation Transcript

  • 1. ROLE OF THE TEACHER I N N OVAT IVE C L A S S RO O M P R AC T I C E S Online Learning Resources SUN Xingruo
  • 2. THE CHANGING ROLE OF THE TEACHER Think about the development of teachers’ role…
  • 3. PEDAGOGY CHANGE Anne Whaits, Varsity College, 2012
  • 4. THE CHANGING ROLE OF THE TEACHER
  • 5. THE CHANGING ROLE OF THE TEACHER The five teacher-role clusters Developing Instructing learning Resources Traditional Coordinating student learning Facilitating exploratory learning Guiding collaborative inquiry Innovative (SITES M2 Study)
  • 6. ACTIVITY ONE Mind Map Each group create a mind map regarding to the changing role of teachers.
  • 7. METAPHORS OF TEACHER’S ROLE There are two classical metaphor that describe and explain the role of teacher for ICT in education environment.  Ecological Metaphor  “Network Sherpa”
  • 8. ECOLOGICAL METAPHOR Pedagogical Practice-Butterfly Crop Species-Students’ role Keystone Species-Teachers’ role Source: Educational Innovation Beyond Technology
  • 9. “NETWORK SHERPA” Role of teacher-”the terrain”  Guide students  Led by students interests, objectives, and knowledge  Consists of• Media literacy (critique & awareness) • Social networks (connections) • Knowledge Source: http://www.flickr.com/photos/courosa/3293199214/
  • 10. THE POTENTIAL ROLES OF TEACHERPRENEURS
  • 11. TEACHER ENGAGED PEDAGOGICAL ACTIVITIES T1 – explain or present information T2 – Give task instructions T3 – Monitor student task progression T4 – Assess students T5 – Provide feedback to students T6 – Develop teaching materials T7 – Design curriculum and learning activities T8 – Select ICT tools T9 – Support/model inquiry process for students T10 – Co-teaching T11 – Support team-building and collaboration of students T12– Mediate communication between students and experts T13 – Liaise with parties outside school Tn=Code
  • 12. 21 ST CENTURY TEACHER http://edorigami.wikispaces.com/21st+Century+Teacher
  • 13. Case study Each group focuses on one video provided to analyze teachers' role in different cases; Each group member post their own analysis to individual eportfolio. ACTIVITY TWO
  • 14. CASE STUDY
  • 15. CHALLENGES FOR THE 21 ST CENTURY TEACHER http://franksblog.edublogs.org/2008/03/29/hel ping-colleagues-get-connected-one-by-one/
  • 16. THE NETWORKED TEACHER Connectivism-Personal Learning Networks for 21st Century Teachers  Microblogging (twitter)  Social networks (META Web 2.0, Classroom 2.0, eflclassroom, etc.)  RSS (Google Reader)  Blogging & wikis (edublogs.org, wikispaces, etc.)  Social bookmarking (del.icio.us)  Digital photo sharing (Flickr) http://franksblog.edublogs.org/2008/03/29/hel ping-colleagues-get-connected-one-by-one/
  • 17. CHALLENGES FOR TEACHER DEVELOPMENT • Using learning technology to supplement rather than transform learning and teaching practices • Lack of time to devote to pedagogy • Lack of time to reflect on learning and teaching practice. • Lack of confidence to change learning and teaching practices. • Need for practitioner case studies to inspire others (Project on Transforming Student Experience via Pedagogy, JISC, 05-07) (Diana, 2011)
  • 18. DIFFICULTIES FOR TEACHER  Many studies of educational innovation have concluded that the key factors needed to change teacher behaviour are • • • • • additional time, additional training, cultural change, senior staff involvement, a link to personal reward (Diana, 2011)
  • 19. HOW TO ACHIEVE TEACHER’S ROLE Introducing “The Thoughtful Classroom Teacher Effectiveness Framework” Four cornerstones of effective instruction Organization, rules, and procedures Positive relationships Engagement and enjoyment A culture of thinking and learning Elements beyond the classroom Prepare students for new learning Present new learning Deepen and reinforce Apply learning Reflect and celebrate Source: The Thoughtful Classroom Teacher Effectiveness Framework by Silver Strong and Associates, Ho-Ho-Kus, NJ: Author. Copyright 2011 Silver Strong & Associates. Adapted with permission.
  • 20. WHAT TO DO? Top-down - Strategies and policies? – Rhetoric is good, but no follow-through Bottom-up – Technology will drive innovation? Users will discover solutions for themselves? the Market will provide? – Activity is plentiful, but not improving Alternative approach – Middle-out: - Learn from the scholarship of innovation - Adaptive iteration: top  middle   bottom - Trust the professionals  Focus on supporting teachers as collaborating innovators  Give them a Learning Design Support Environment (Diana, 2011)
  • 21. HOW TO ACHIEVE TEACHER’S ROLE 1. Leading peer review processes for their schools to ensure that teaching evaluations are valid and drive improvement; 2. Developing tools and strategies for teaching the Googled learner who has grown up experiencing virtual reality; 3. Taking part in assessment reforms such as those linked to the new Common Core standards, and using technology to better capture, analyze, and publicize data about schools’ effectiveness; 4. Identifying effective strategies for teaching students who are increasingly diverse ; 5. Organizing school-neighborhood partnerships that can support student learning through cradle-to-college solutions; and 6. Transforming unions so that they become self-policing professional guilds that help ensure the quality of teaching that students deserve.
  • 22. P R A C T I C A L A N D I N N OVA T I V E T E A C H E R P R AC T I C E S  Build Student Search Skills Anne Whaits, Varsity College, 2012
  • 23. P R A C T I C A L A N D I N N OVA T I V E T E A C H E R P R AC T I C E S  Learn & Teach New Literacies and Fluencies Social (& Learning) Networking (Netiquette) Privacy maintenance Identity management Creating content Organising content Reusing and repurposing Filtering and selecting Critical literacies New copyright Self broadcasting Anne Whaits, Varsity College, 2012
  • 24. P R A C T I C A L A N D I N N OVA T I V E T E A C H E R P R AC T I C E S  Develop Global Digital Citizenship Anne Whaits, Varsity College, 2012
  • 25. P R A C T I C A L A N D I N N OVA T I V E T E A C H E R P R AC T I C E S  Model 21st Century Skills http://education-2020.wikispaces.com/21st+Century+Learning
  • 26. P R A C T I C A L A N D I N N OVA T I V E T E A C H E R P R AC T I C E S  Adopt and Integrate Educational Technology  Guide Inquiry-based Learning http://www.bie.org/about/what_is_pbl/
  • 27. P R A C T I C A L A N D I N N OVA T I V E T E A C H E R P R AC T I C E S  Adapt Your Teaching Methods Flipped Classroom http://usergeneratededucation.wordpress.com/2012/06/04/mobile-learning-and-the-flippedclassroom-the-full-picture/
  • 28. P R A C T I C A L A N D I N N OVA T I V E T E A C H E R P R AC T I C E S  Transform Learning Through Innovative Learning Design http://plpnetwork.com/2012/05/15/flipping-blooms-taxonomy/
  • 29. P R A C T I C A L A N D I N N OVA T I V E T E A C H E R P R AC T I C E S  Create a Digital Classroom  Build a Technology Tool Box http://www.edmodo.com/ Image Source: nickrate: http://www.flickr.com/photos/nickrate/450416 3196/in/photostream/
  • 30. P R A C T I C A L A N D I N N OVA T I V E T E A C H E R P R AC T I C E S  Access Wealth of Open Educational Resources http://www.apple.com/education/itunes-u/
  • 31. P R A C T I C A L A N D I N N OVA T I V E T E A C H E R P R AC T I C E S  Teacher as Learner http://edupln.ning.com/
  • 32. Group Presentation Each group give a brief presentation about challenges that innovative teachers are facing and ways to perform expected roles of the teacher. ACTIVITY THREE
  • 33. S U S TAI NABI LI TY AND S CALABI LI TY F O R I N N O VA T I V E T E A C H E R S ’ R O L E A Learning Design Support Environment(LDSE) for teachers Ends  Building on the work of others • Import existing ‘pedagogical patterns’ of good teaching • Search for OER ‘content resources’ to populate the patterns • Adapt to own context – Test – Redesign – Re-test - Publish  Expanding knowledge of using TEL • Offer TEL versions of conventional designs • Model pedagogical and logistical benefits/disadvantages Means  A microworld for teachers to adopt, adapt, test in theory, experiment, test in practice, redesign, and share designs  Supported by a learning design ontology, structured pedagogical (Diana, 2011)
  • 34. BIBLOGRAPHY Other. (2008, March 29). The 21st Century Teacher. Retrieved from http://franksblog.edublogs.org/2008/03/29/helping-colleagues-getconnected-one-by-one/ Cindy, W. (2012). The Balancing Acts of Teacher Evaluation. Teacher Evaluation: What’s Fair? What’s Effective? Vol. 70. Retrieved from http://www.ascd.org/publications/educationalleadership/nov12/vol70/num03/The-Balancing-Acts-of-TeacherEvaluation.aspx Silver Strong & Associates. (2011). The thoughtful classroom teacher effectiveness framework. Ho-Ho-Kus, NJ: Author.
  • 35. Couros, A. (2004, February 19). Open Teaching – Network Sherpa. Retrieved from http://www.flickr.com/photos/courosa/3293199214/. Glahn, C. (2011, May 23). The role of teacher in mobile learning. Retrieved from http://lo-f.at/glahn/2011/05/the-role-of-the-teacher-in-mobilelearning.html. Berry, B. (2011, June 15). Tapping Teacher Expertise (What We Haven’t Tried). Retrieved from http://teachingquality.typepad.com/building_the_profession/2011/06/ta pping-teacher-expertise-what-we-havent-tried-.html. Diana, L. (2011). The critical role of teacher in optimizing technologies for open learning. Retrieved from http://www.slideshare.net/alanwylie/thecritical-role-of-teachers-in-optimizing-technologies-for-openlearning?from_search=22. Crawford KZN Enrichment Day Workshop (2012). Learning 2.0-Role of Teacher in a Connected World. Retrieved from http://www.slideshare.net/awhaits/learning-20-role-of-teacher-in-aconnected-world?from_search=12.
  • 36. Churches, A. (2011, August 26). 21st Century Teacher. Educational Origami. Retrieved from http://edorigami.wikispaces.com/21st+Century+Teacher. Law, N., Yuen, H.K., & Fox, R. (2011). Educational Innovations Beyond Technology: nurturing leadership and establishing learning organizations. New York: Springer.