Katherine Reed

EDP3333: Pedagogy and Curriculum

301006124

Katherine Reed

EDP3333: Pedagogy and Curriculum

301006124My Personal Pedagogical Framework

My personal pedagogical framework

My personal pedagogical framework

Safe, supportive learning environment

Enable lifelong learning skills

Teacher, facilitator and role model

Communication

Diversity

Respectful, enthusiastic and fair

Reflection to improve practice

Carl Rogers focus on the whole childMaslow’s ‘Hierarchy of needs’ Safety, belongingness & self-esteemPeer, paired & whole class learningResilience & negotiation skillsClear expectations & consequencesCommunication with families through class newsletterSupport from senior roles in school

Safe Supportive Learning EnvironmentsHumanism

Safe Supportive Learning EnvironmentsHumanism

Safe Supportive Learning

Environments

Safe Supportive Learning

Environments

Humanistic approach to be supported by other contemporary learning theories

Behaviourist approach - direct teaching required to fulfill

curriculum requirements and provide structure to classroom routine

Outside personnel may be required that does not align with humanistic approach

Recognition of difference Constructivism, Behaviourism

Recognition of difference Constructivism, Behaviourism

Learner centred experiences

Inclusivity through cooperative, collaborative & peer-assisted learning

Facilitator & reflective practice (role model)

Behaviourist approach to enforce classroom rules

Cross-curricular opportunities

Ignoring difference will not engage every student

Promote positive experiences to promote students acceptance, acknowledgment and valuing difference

PiagetBiological maturation & experiencesKLA & Cross-curricular opportunitiesRange of resources to make content accessible - visual, graphic organiser, data charts, reportsAssigned QuestionsBrainstorming

Recognition of differenceCognitivismRecognition of differenceCognitivism

High ExpectationsBehaviourism

High ExpectationsBehaviourism

Skinner’s theory

Classroom rules, procedures & expectations

Personal learning goals

Communication

Provide feedback

Visual reminders

External reward system

Implications of behaviourist approach

External rewards or continual praise can lose appeal to students

Motivation may drop

May stifle student creativity

Student Centred planningConstructivism & CognitivismStudent Centred planningConstructivism & Cognitivism

›‘New Learning’ approach diminishes one-size-fits-all approach to learning

›Cater for students – skills, abilities, preferred learning style, prior knowledge & experiences

›Intrinsic motivation to reach their goals

›Differentiation - Tomlinson

›Gardner’s Multiple Intelligences

›Higher order thinking

›Guided inquiry and investigations

Student Centred PlanningImplications for Constructivist & Cognitivist approach

Student Centred PlanningImplications for Constructivist & Cognitivist approach

Time consuming

Range of resources required across KLA’s

Student’s prior knowledge required

Access previous tests, assessments, reports and communication through One School and prior teachers

Differentiation – good understanding of curriculum

Critical & creative thinking in real world experiences Cognitivism

Critical & creative thinking in real world experiences Cognitivism

Bloom’s Taxonomy

Higher order thinking skills

Real world experiences engage all students – including minority

Connectivism

Problem solving

Experiments

WALT, WILF, TIB

Gardner’s Multiple Intelligences

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.htmlAustralian Curriculum, Assessment and Reporting Authority (ACARA), (n.d). General capabilities in the Australia Curriculum. Retrieved from http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/OverviewBloom, B. (1984). Taxonomy of Educational Objectives. Boston: Allyn and BaconBrady, L., & Kennedy, K. (2010). Curriculum Construction (4th ed.). Frenchs Forest, NSW: Pearson Education AustraliaEDP3333: 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 QueenslandKrause, K., Bochner, S., & Duchesne, S. (2009). Educational Psychology for learning and teaching. Sydney, NSW: Cengage Learning AustraliaMaslow, A. (1968). Towards a psychology of being (2nd ed.). New York: Van Nostrand ReinholdMcInerney, D., & McInerney, V. (2009). Educational Psychology: constructing learning (5th ed.). Frenchs Forest, NSW: Pearson Education AustraliaTheall, M. (2004). IDEA Center Notes: Related course material to real life situations. Retrieved from http://www.theideacenter.org/sites/default/files/Item11Formatted.pdfTomlinson, 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

ReferencesReferences