Effective Pedagogy

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Effective Pedagogu

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Effective Pedagogy

  1. 1. Effective Pedagogy How is it represented in Mathematics?
  2. 2. Creating a Supportive Learning Environment <ul><li>Students learn best when they enjoy positive relationships with their fellow students and teachers. </li></ul><ul><li>Effective teachers attend to the cultural and linguistic diversity of all their students. </li></ul>
  3. 3. Creating a Supportive Learning Environment <ul><li>All Mathematics teachers aspire to incorporate students’ needs into their lesson planning. </li></ul><ul><li>When appropriate, active literacy activities are used to aid this linguistic challenge faced by many students of Mathematics. </li></ul>
  4. 4. Encouraging Reflective Thought and Action <ul><li>Reflective learners assimilate new learning, relate it to what they already know, adapt it for their own purposes and translate thought into action. </li></ul><ul><li>Eventually they progress to metacognition. </li></ul>
  5. 5. Encouraging Reflective Thought and Action <ul><li>Teachers encourage such thinking when they design tasks and opportunities that require students to critically evaluate the material they use and consider the purpose for which it was originally created. </li></ul>
  6. 6. Encouraging Reflective Thought and Action <ul><li>Students of Mathematics are encouraged to ask themselves: </li></ul><ul><ul><li>Is this solution sensible? </li></ul></ul><ul><ul><li>Have I answered the question fully? </li></ul></ul><ul><ul><li>Can I improve my answer? </li></ul></ul><ul><ul><li>Did I solve the problem in the most efficient way? </li></ul></ul><ul><ul><li>Where did this information come from and what does it tell me? </li></ul></ul><ul><ul><li>What do I notice? (data analysis) </li></ul></ul><ul><ul><li>How widely can these results be applied? </li></ul></ul>
  7. 7. Enhancing Relevance of New Learning <ul><li>Students learn most effectively when they understand what, why and how to use what they are learning. </li></ul><ul><li>Effective teachers stimulate curiosity. </li></ul>
  8. 8. Enhancing Relevance of New Learning <ul><li>Design well written application problems that use the abstract skills they have learned in a context that may be familiar to the student. </li></ul><ul><li>This helps the student fit the why and how in to the what. </li></ul>
  9. 9. Facilitating Shared Learning <ul><li>Students learn as they engage in shared activities and conversations with other people. </li></ul><ul><li>Teachers encourage this process by cultivating the class as a learning community. </li></ul>
  10. 10. Facilitating Shared Learning <ul><li>Careful seating of students in the classroom helps to let these conversations take place between students of similar and differing academic ability. </li></ul><ul><li>The teachers are encouraged to allow shared learning. </li></ul>
  11. 11. Facilitating Shared Learning <ul><li>Careful monitoring of the class, groups and individuals is required to make this an authentic learning activity. </li></ul><ul><li>Monitoring can include, but certainly not limited to: </li></ul><ul><ul><li>Asking for feedback from groups and individuals as you circulate. </li></ul></ul><ul><ul><li>Listening in on discussions checking for content and correctness. </li></ul></ul>
  12. 12. Making Connections to Prior Learning <ul><li>Students learn best when they are able to integrate new learning with what they already understand. </li></ul><ul><li>When teachers deliberately build on what their student know and have experienced, they maximise the use of learning time. </li></ul>
  13. 13. Making Connections to Prior Learning <ul><li>Mathematics learning demands a very high level of prior knowledge to be in place and organised. </li></ul><ul><li>This is why our curriculum is often called a ‘spiral curriculum’. </li></ul>
  14. 14. Making Connections to Prior Learning <ul><li>To be an effective teacher of Mathematics, this seamless progression needs to be occurring all the time as new concepts are introduced. </li></ul><ul><li>Many new concepts draw from all strands of Mathematics and require a well structured introduction to where they fit into the big picture. </li></ul>
  15. 15. Providing Sufficient Opportunities to Learn <ul><li>Students learn most effectively when they have time and opportunity to engage with, practise and transfer new learning. </li></ul><ul><li>When curriculum coverage and student understanding are in competition, the teacher may decide to cover less but cover it in greater detail. </li></ul>
  16. 16. Providing Sufficient Opportunities to Learn <ul><li>All Mathematics teachers offer at least four different opportunities to learn new ideas: </li></ul><ul><ul><li>Teaching (coverage of new content) </li></ul></ul><ul><ul><li>Practise (class activities) </li></ul></ul><ul><ul><li>Immediate Review (usually as homework) </li></ul></ul><ul><ul><li>Delayed Review (usually as Do Now’s) </li></ul></ul>
  17. 17. Teaching as Inquiry <ul><li>Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students. </li></ul>
  18. 18. Teaching as Inquiry <ul><li>In Mathematics we believe this is more of an over arching pedagogy that is used to check the others are working okay. </li></ul><ul><ul><li>What is important for my students? </li></ul></ul><ul><ul><li>What strategies are most likely to work? </li></ul></ul><ul><ul><li>Did it work and what does it mean for future teaching of these students? </li></ul></ul>
  19. 19. E-learning <ul><li>Explore not only how ICT can be a supplement to traditional ways of teaching, but also how it can open up new and different ways of learning. </li></ul>

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