welcome to ped 1140 f session 1 wednesday september 7 th 2011
TRANSCRIPT
Welcome to PED 1140 F
Session 1
Wednesday September 7th 2011
Getting to know you – let’s
mingle!
Find someone who____________ and get them to initial your sheet. Each square must be initialled by a different person. First to get a full sheet wins a prize!
Turn and Talk
Turn to your partner and share a few of your experiences of learning to read and write, learning another language, your preferences in reading, writing, talking, listening and watching, really you and literacy !
Remember to share the time – 5 minutes
Let’s write:Take 10 minutes to write down your experiences of literacy.
•Swap your writing with a table partner•Review what has been written•Select what you consider to be the 2 most important points of their writing•Share with the class
You have just practiced some of the key features of literacy.
You:• organised your thoughts and articulated them orally for an audience,• listened attentively, making sense of what you heard• synthesized those thoughts,• planned and drafted your ideas in writing•read a passage•determined what was important in that passage•communicated the important ideas to the group
Take another look at your writing, add one more statement that you now consider to be important.
Teaching strategies, challenges, assumptions – and what it this course about anyway?
To be successful personally and professionally, today’sstudents need to be independent, flexible, creative,critical, and strategic thinkers and communicators.They need to be proficient in many “literacies” – that is,they must be able to understand and communicate withpeople from diverse backgrounds by means of a wideand constantly expanding range of texts, media, andcommunication methods. They need to be confidentin their learning and motivated to continue to learnthroughout their lives.
A Guide to Effective Literacy Instruction, vol 1
3 questions:
1. What is learning?2. Who is the ‘learner’?3. What is literacy?
In groups of 3 or 4 discuss the questions.Record the key points of your discussionon the paper provided. Post to the wall.
Gallery WalkMove around the room reading and discussing what other groups have posted. Be prepared to offer your thoughts.
In ‘Literacy for Learning’, literacy is defined as:
‘the ability to use language and images in rich and varied forms to read, write, listen, speak, view, represent and think critically about ideas.
It enables us to share information, to interact with others and to make meaning.’
Literacy is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society.
UNESCO
What do we mean by learning?
Learning is the acquisition of knowledge by study.(19th century theory)
Learning is a permanent change in behaviour brought about by experience. (Behaviourist theory)
Learning is the sudden or slow acquisition of insight into the rules governing certain relationships in the environment. (Discovery learning)
Learning is the discovery of new facts and relating them to those already known. (Fundamental/active learning; store/retrieval system)
You, the learner...
“Do you know enough about me to teach me?” Stephen Peters
Learning styles:Visual – learn best through seeing
Auditory – lean best by listening and talking
Kinesthetic – prefer to be actively engaged, doing
What style of learner are you?
Let’s find out: complete the VAK inventory.
Multiple Intelligences:
Howard Gardner
A Guide to Effective Literacy Instruction, vol 1, p.23
What about you?
Complete the multiple intelligences inventory and see where your strengths lie.
Education in the 21st Century
What implications do these results have?
Why might this population show these particular results?
Developmental stage of learning:Jean Piaget, 9 August 1896 – 16 September 1980
Swiss biologist
Studied cognitive development in children using his own children as his study subjects.
Believed that children's thinking does not develop smoothly but has distinct transition points ( 18mths, 7 yrs, 11/12 yrs).
Current thinking questions some of his assumptions and conclusions, but nonetheless they do form one of the pillars of our understanding of cognitive development.
Stage Characterised by Sensori-motor (Birth-2 yrs)
Differentiates self from objects Recognises self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise Achieves object permanence: realises that things continue to exist even when no longer present to the sense (pace Bishop Berkeley)
Pre-operational (2-7 years)
Learns to use language and to represent objects by images and words Thinking is still egocentric: has difficulty taking the viewpoint of others Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of colour
Concrete operational
(7-11 years)
Can think logically about objects and events Achieves conservation of number (age 6), mass (age 7), and weight (age 9) Classifies objects according to several features and can order them in series along a single dimension such as size.
Formal operational (11 years and up)
Can think logically about abstract propositions and test hypotheses systemtically Becomes concerned with the hypothetical, the future, and ideological problems
Lev Vygotsky, 1896 – 1934 Russian psychologist
Developed Social Development Theory which argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior.
He believed that social learning precedes development, this lies counter to the conclusions of Piaget who believed that development precedes learning.
He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978).
Developed the theory of the Zone of Proximal Development, which represents the gap between what a learner has already mastered (the actual level of development) and what he or she can achieve when provided with educational support (potential development).
The Zone of Proximal DevelopmentThe opportunity for effective learning.
Must be assessed by observation and appropriate testing.
Learning must be connected to previous experiences and learning that the learner has already experienced.
Learning must be broken down in to small steps based on tasks that the learner can already perform but present a challenge just one step ahead of current mastery.
Learning must be scaffolded - tasks must be carefully modelled and supported until the learner starts to demonstrate mastery
Time to DO something!!!
Origami lily
Effective Instruction
High
Low
Modelled Instruction
Shared Practice
Guided Practice
Independent Practice and Application
Teach
er
Su
pp
ort
Teacher identifies the specific strategy, explains why students are learning the strategy and when and where they will use it. Teacher shows how to use the strategy and thinks aloud while demonstrating it.
Teacher does some thinking aloud, modelling of strategy, leads the discussion, explains information when necessary, and involves students. Students listen and participate. Students identify when and where the strategy could be used. Students attempt new learning.
Teacher provides structure and support as needed. Teacher observes, scaffolds, clarifies, gives feedback, and encourages student learning. Students use the strategy, think aloud, talk about the strategy, solve problems, correct their understanding, and critically analyse the achievement.
Teacher observes and monitors students. Teacher confers with students, assesses, sets goals, provides opportunities for independent practice and application. Teacher plans for additional support and future instruction. Students use the strategy independently. Students apply the learning and direct their own tasks. Students think aloud to demonstrate understanding, assess own work, and reflect.
a) At your table, share ideas of skills you have learned well enough to teach – maybe taking a jump shot in basketball, a free kick in soccer, making a cheese sandwich...
b) Pick one idea.
c) Now try to identify the key steps.
d) Write an instructional sequence for teaching one of those skills, following the gradual release of responsibility model.
Assignment 1 (due Oct 5)Book List - ExemplarDear Mrs. LaRue, Letters from Obedience SchoolMark TeagueScholastic Press, 2002
Ike, a not very well behaved dog, finds himself attending obedience school, and does not like it. Not one bit! The book is a series of letters between Ike and his long suffering owner, Mrs. LaRue. Ike sets out to plead to be allowed to return home, Mrs. LaRue is determined that he will stay the course. The book demonstrates, with great humour, how each of us has our own unique point of view on events that may be very different to reality.Some of the possible foci are as follows:•Voice – both Ike and Mrs. LaRue have strong, clear voices•Point of view – the way each party sees this experience is clearly displayed through the writing•Inference – there are many clues to be explored that allow us to draw conclusions about the character of Ike and the nature of the obedience school•Text format – the story is told through letters•Presentation and conventions – clever use is made of colour, font etc. to emphasise the differing points of view. Sentence structure and use of descriptive and figurative language could be a focus for a writing class.This is a rich text that can be used for many purposes and with all grades from 1 – 8. At grade 1 a rich discussion on point of view could be stimulated which could lead to the development of simple statements of differing perspectives of single events. At grade 6 an in depth exploration of the author ’s use of vocabulary to create distinct voices for the characters might be the focus.
The Top Ten Things You Don’t Learn
About Teaching in College!
"I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized."
Haim G. Ginott
