Catherine Reed's personal pedagogical framework focuses on creating a safe, supportive learning environment and enabling lifelong learning skills. Her framework is informed by humanism, constructivism, behaviourism, cognitivism, and connecting learning to real world experiences. She aims to be a teacher, facilitator, and role model who promotes respect, communication, diversity and high expectations.

1. atherine Reed
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agogy and Cu
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Framework
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My Persona

2. My personal
My personal
pedagogical
pedagogical
framework
framework
afe, supportive learning
environment
nable lifelong learning skills
eacher, facilitator and role
model
ommunication
iversity
espectful, enthusiastic and

3. Safe Supportive Learning Environments
Humanism
Carl Rogers focus on the whole child
Maslow’s ‘Hierarchy of needs’
Safety, belongingness & self-esteem
Peer, paired & whole class learning
Resilience & negotiation skills
Clear expectations & consequences
Communication with families
through class newsletter
Support from senior roles in school

4. umanistic approach to be supported by other contemporary learning
theories
ehaviourist approach - direct teaching required to fulfill
urriculum requirements and provide structure to classroom routine
utside personnel may be required that does not align with humanistic
approach
Safe Supportive
Safe Supportive
Learning
Learning
Environments
Environments

5. Recognition of difference
Recognition of difference
Constructivism,
Constructivism,
Behaviourism
Behaviourism
earner centred experiences
nclusivity through cooperative,
collaborative & peer-assisted learning
acilitator & reflective practice (role
model)
ehaviourist approach to enforce
classroom rules
ross-curricular opportunities
gnoring difference
will not engage
every student

6. Recognition of difference
Cognitivism
Promote positive experiences to
promote students acceptance,
acknowledgment and valuing
difference
Piaget
Biological maturation &
experiences
KLA & Cross-curricular
opportunities
Range of resources to make
content accessible - visual,
graphic organiser, data charts,
reports
Assigned Questions
Brainstorming

7. kinner’s theory
lassroom rules, procedures &
expectations
High Expectations
High Expectations
Behaviourism
Behaviourism
ersonal learning goals
ommunication
rovide feedback
mplications of behaviourist approach
isual reminders
xternal rewards or continualxternal reward system to
praise can lose appeal
students
otivation may drop

8. Student Centred planning
Student Centred planning
Constructivism & Cognitivism
Constructivism & Cognitivism
New Learning’ approach diminishes one-size-fitsall approach to learning
ater for students – skills, abilities, preferred
learning style, prior knowledge & experiences
ntrinsic motivation to reach their goals
ifferentiation - Tomlinson
ardner’s Multiple Intelligences

9. Student Centred Planning
Student Centred Planning
Implications for
Implications for
Constructivist &
Constructivist &
Cognitivist approach
Cognitivist approach
ime consuming
ange of resources required
across KLA’s
tudent’s prior knowledge
required
ccess previous tests,
assessments, reports and
communication through One
School and prior teachers

10. Critical & creative
Critical & creative
thinking in real world
thinking in real world
experiences
experiences
Cognitivism
Cognitivism
loom’s Taxonomy
igher order thinking skills
eal world experiences
engage all students –
including minority
onnectivism
roblem solving

11. References
Ashman, A., & Elkins, J. (2009). Education for inclusion and diversity (3rd ed.). Frenchs Forest, NSW: Pearson
Education AustraliaAtherton, J .S. (2013) Learning and Teaching; Piaget's developmental theory . Retrieved from
http://www.learningandteaching.info/learning/piaget.html
Australian Curriculum, Assessment and Reporting Authority (ACARA), (n.d). General capabilities in the Australia
Curriculum. Retrieved from http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Overview
Bloom, B. (1984). Taxonomy of Educational Objectives. Boston: Allyn and Bacon
Brady, L., & Kennedy, K. (2010). Curriculum Construction (4th ed.). Frenchs Forest, NSW: Pearson Education Australia
EDP3333: Pedagogy and Curriculum 3, (2013). Module 2: Teaching roles and learning. Toowoomba: University of
Southern Queensland.
EDP3333: Pedagogy and Curriculum 3, (2013). Module 4: Contemporary Learning Theory. Toowoomba: University of
Southern Queensland.
EDP3333: Pedagogy and Curriculum 3, (2013). Module 5: Frameworks and Teaching approaches. Toowoomba:
University of Southern Queensland.
Hughes, D., & McIntyre, J. (2013). Theories of learning [Lecture]. Toowoomba: University of Southern Queensland
Krause, K., Bochner, S., & Duchesne, S. (2009). Educational Psychology for learning and teaching. Sydney, NSW:
Cengage Learning Australia
Maslow, A. (1968). Towards a psychology of being (2nd ed.). New York: Van Nostrand Reinhold
McInerney, D., & McInerney, V. (2009). Educational Psychology: constructing learning (5th ed.). Frenchs Forest, NSW:
Pearson Education Australia
Theall, M. (2004). IDEA Center Notes: Related course material to real life situations. Retrieved from
http://www.theideacenter.org/sites/default/files/Item11Formatted.pdf
Tomlinson, C., & McTighe, I. (2006) Integrating differentiated instruction and understanding by design: Connecting
content and kids. Retrieved from http://site.ebrary.com.ezproxy.usq.edu.au/lib/unisouthernqld/docDetail.action?
docID=10110318