The document outlines the Skillstech Australia's Teacher Induction Program held on March 15, 2013, focusing on various pedagogical approaches including pedagogy, andragogy, and heutagogy. It discusses key educational theories, effective group work elements, and inclusive learning strategies alongside practical activities for teachers. Additionally, it provides resources and guidelines to promote equity and diversity in educational practices.

1. SkillsTech Australia
Teacher Induction Program
15th March 2013
Instructional Intelligence
Simon Brown
9:00 – 10:15 10:15 – 10:45 10:45 – 12:25
• Pedagogy • Morning tea • Learning and
• Classroom assessment cycle
Management • Inclusive learning

2. The Godgy Brothers
• Pedagogy
– the science and art of
education
• Andragogy
– learning strategies
focused on adults
• Heutagogy
– the study of self-
determined learning

3. Maslow’s Hierarchy of Needs
(organiser)
Self-actualisation
Esteem
Social Heutagogy
Safety
Physiological
Andragogy
Pedagogy

4. Sage on the Stage Vs. Guide on the Side

5. Pedagogy
• “Leading the child”
• Instructor
– develops conceptual knowledge
– manages the content of learning activities
Cognitive learning theory
(Piaget, Bruner, Vygotsky)
– recognize, recall, analyze, reflect, apply, create, un
derstand, and evaluate

6. Andragogy
• “Leading the man”
Humanist learning theory (Maslow, Rogers, Glasser)
Malcolm Knowles’ Six Assumptions:
• Need to Know
– Adults need to know the reason for learning something
• Foundation
– Experience (including error) provides the basis for learning activities
• Self-concept
– Adults need to be responsible for their decisions on education; involvement in
the planning and evaluation of their instruction
• Readiness
– Adults are most interested in learning subjects having immediate relevance to
their work and/or personal lives
• Orientation
– Adult learning is problem-centred rather than content-oriented
• Motivation
– Adults respond better to internal versus external motivators

7. Double loop learning

8. Heutagogy
• “Self-directed learning”
Constructivist learning theory
(Dewey, Montessori, Kolb)
– learning how to learn
– double loop learning
– universal learning opportunities
– a non-linear process
– true learner self-direction

9. Click and drag components to match the learning approach analyze
Concept attainment (strategy) apply
create
Pedagogy double-loop-learning
reflect evaluate
recall foundation
learning-how-to-learn
motivation
Andragogy need-to-know
non-linear-process
readiness
self-concept
recognize
Heutagogy orientation
true-learner self-direction
universal-learning-opportunities
understand

10. Pedagogy Y-Chart (tactic)
Looks like…
Feels like… Sounds like…
awesome

11. Andragogy Y-Chart (tactic)
Looks like…
Feels like… Sounds like…

12. Heutagogy Y-Chart (tactic)
Looks like…
Feels like… Sounds like…

13. Instructional Intelligence
(Co-operative Learning)
Tactics
Concepts
Skills
Strategies
Organisers

14. Think – Pair - Share (tactic)
Question for reflection and discussion:
In the context of students learning skills in
your own trade area, is it better for them to
Compete or to Co-operate?
1. Think about this question for about thirty seconds
2. Discuss your thoughts with your partner for about one
minute
3. If you are comfortable, share your partner’s views on
this matter with the group for no longer than one
minute

15. The Johnsons’ 5 Basic Elements of
Effective Group Work (concept)
Responsible Group identity Outside force
for own
learning Goal Role Resource Incentive
Willing to Sequence
support Environment
others Simulation
Opportunities
for reflection Small group
seating
Assessing
group effort Social skills
Communication skills
Critical thinking skills

16. http://my.tafe.qld.gov.au
Staff Induction 2013

17. http://my.tafe.qld.gov.au
Staff Induction 2013

18. http://my.tafe.qld.gov.au
Staff Induction 2013

19. http://my.tafe.qld.gov.au
Staff Induction 2013

20. http://my.tafe.qld.gov.au
Staff Induction 2013

21. Morning tea 10:15 – 10:45

22. Recording evidence
Scenario
You are a shopfitting teacher and one
Enrolment selection form of your apprentice shopfitter
students has completed
Enrolment CPCCJN3005A Cut and install glass
evidence Academic transcript
during his first week of Group 6
training at Acacia Ridge campus.
Training plan The student was late on the first
day, left early (with his employer's
permission) on the second day, and
Participation satisfactorily completed the
evidence Class roll assessment items on the third day.
The student satisfactorily
demonstrated underpinning
knowledge and skills throughout this
Assessment tool time.
Assessment Task
evidence Use the attached information and
COS & Grade Report forms to record evidence of the
student's enrolment, participation
and assessment in
CPCCJN3005A Cut and install glass

23. Proving evidence
Record evidence Prove evidence
• Enrolment • Enrolment
• Participation • Participation
• Assessment • Assessment
Swap enrolment/participation/assessment documents with
another group.
Use the attached AVETMISS Audit Checklist
to check the compliance of each member
regarding the student’s enrolment, participation and assessment
in CPCCJN3005A Cut and install glass

24. Inclusion
Inclusive learning: A way forward
http://training.qld.gov.au/training-organisations/support/inclusive-learning.html
Resources:
• Booklet
• Framework strategy
• Wall poster

25. Graffiti (tactic)
ideas
What is
ideas Topic
Inclusive ideas
Learning?
ideas

26. Place Mat (tactic)
ideas
How do we create
ideas an Inclusive
Topic ideas
Learning
environment?
ideas

27. Jigsaw (strategy)
Five core
Everyone
skills
learns
underpin all
differently
Being learning
inclusive is
everyone’s
responsibility
Learners
bring existing
knowledge
and skills

28. Inclusive learning: A way forward
Actions for Teachers/trainers
Study the resources and report how you and
your training delivery team will embed these
four principles into day-to-day practice:
1. Everyone learns differently
2. Being inclusive is everyone’s responsibility
3. Learners bring existing knowledge and skills
4. Five core skills underpin all learning

29. Resources
• Anti-Discrimination Act 1991
• Code of Conduct for the Queensland Public Service
• principles of equity and diversity as outlined in
POL005 - Equity and Diversity
• SkillsTech Australia Equity and Diversity policy
• Department’s Equity and Diversity resources page
at http://training.qld.gov.au/information/equity-
diversity/index.html
• Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - a guide for VET practitioners
• Inclusive Technology factsheets
• Training and Work: inclusive environments (2009)

30. Thank you for your participation today.
Wishing you many years of happy teaching
Simon Brown
0408 521 826
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