EDN221 LEARNING AND TEACHING 2014 ASSIGNMENT 2: My approach to teaching for effective learning (40%)

Due date: Wednesday 14th May

Part One - To be completed by student

Name: .......Danielle Doherty...................................................... Student No 19609637.........

Email address : delly115@hotmail.com

Tutor’s Name: ....Melanie Woods........................................................................................

Except where I have indicated, the work I am submitting in this assignment is my own work and has not

been submitted previously for assessment. I also declare that I have kept a hard copy of this

assignment.

Signed: .........Danielle Doherty.................................. Date: 14 / 05 / 2014

Turnitin receipt number:………………426533989……………………….. ………7….%

Part Two - To be completed by Marker:

Mark Comment

Part A /8

a. Statement of beliefs about conditions under which

you believe effective learning will take place

(appropriate for students of a particular age range)

(NPST 1.1, 1.2)

/5

b. Explanation of how own beliefs and prior

experiences influence ideas about future learning

and teaching

/3

Part B /8

a. Clear objectives providing achievable challenges

for students (NPST 3.1) /2

b. Teaching strategies appropriate to learning task

and student age (NPST 3.2) /2

c. Resources to engage students in learning (NPST

3.4) /2

d. Strategies to support student motivation and

engagement in activities (NPST 4.1) /2

Part C /16

e. How learning will occur in the lesson, referring to

philosophy and theory/ies of learning (NPST 1.2) /4

f. How learning tasks and lesson structure are age

and stage appropriate for the year group (NPST

1.1)

/4

g. Reasons for using particular teaching strategies,

referring to philosophy and theory/ies of learning

(NPST 3.3/1.2)

/4

h. Approach to motivating and engaging students,

referring to philosophy and theory/ies of learning

(NPST 4.1/1.2)

/4

SUBTOTAL /32

Academic writing (refer to pages xx) Does not meet

requirements

Room for

improvement

Meets

requirements

a. Genre and style /2

b. Coherence /2

c. Vocabulary /2

d. Sentence structure, grammar and punctuation /2

SUBTOTAL /8

TOTAL MARK ASSIGNMENT 2: /40

TUTOR: ……………………………………………………

EDN 221 Assignment 2 My approach to teaching for effective learning

Danielle Doherty 19609637

T u t o r : M e l a n i e W o o d s

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Part A: Philosophy of learning and teaching

My teaching philosophy is shaped by constructivism. The aim is to teach in an inclusive environment,

where student and teacher have mutual respect for each other. I will foster motivation for learning

through cooperative and authentic learning experiences that are shaped through self discovery. My

intention is to have clear learning outcomes which are achievable yet challenging. The learning

outcomes will build on students existing knowledge and extend them through scaffolding tasks.

Assessment is to be continuous, developed in consultation with students and will include peer

evaluation. My overarching aim is to facilitate learning by assisting students to become self regulated

and intrinsically motivated in their studies.

An inclusive environment will be developed through all voices being valued in my classroom. By

getting to know each student and how students relate to one another will enable me to structure

tasks and cooperative activities to enhance learning opportunities. Social interaction will be

encouraged - to allow students to discuss what they already know on a subject; to provide feedback

to one another through peer assessment; to collaborate through team work and group discussion. All

interaction will be founded on the premise of respect for one's self and each other. Learning

outcomes will be designed with student consultation. It is important for the students to have

ownership of tasks, outcomes and assessment.

From my experience of schooling, I feel that allowing students to be active participants in their

learning is motivating and engaging for students. I think this was lacking in my education and would

very much like to instill a love of learning in others. Providing a supportive and engaging environment

in my classroom encourages motivation. Using and valuing student's ideas supports critical and

creative thinking skills. Modeling goal setting and social and emotional learning skills will foster self

regulated learners on a path to lifelong education.

T u t o r : M e l a n i e W o o d s

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EDN221 Assignment 2, Sample Lesson Plan

Lesson 2 of 5

Day: Tuesday Date: 13/05/2014 Time: 9:00 - 9:40 Class: Year 2 Subject: Mathematics / The Arts Topic: Measurement & Geometry /

Using units of measurement / Name and order the month and seasons http://www.australiancurriculum.edu.au/Elements/ACMMG040

Briefly outline relevant details about the class

Yr 2 class with 28 Children, 14 boys and 14 Girls. 1 child with diagnosed

autism (girl), 1 child medicated ADHD (boy) 2 EAL children. 1 remedial reader, at reading age of foundation age student with little home

support.

Students’ Prior Knowledge and Experience:

Students are familiar with working in collaboration, based on 3 respects (for each other, for self and for teacher). Students have in year one

discussed the months of the years, and some students will be familiar with the seasons from prior learning with families and from lesson 1 of

5. This knowledge of the seasons will be built on as we discuss which months belong in which season and what each season brings with it.

Students have used iPad or similar technologies to present work.

Learning Purposes:

Comprehend the seasons of the year, and which months fall into

which seasons. Analyse what type of things

change with each season Create a presentation about one

or more seasons.

Analyse own and others work to develop reflective practice

Student Evaluation:

Ability to work effectively in teams, judged by

delivering a presentation to their classmates.

Peer evaluation of presentation

Reflection and goal

setting in e-learning journal to be monitored

Comment [DD1]: This would be part of a sequence of lessons on learning about the month and seasons. Embodied learning of this topic would be incorporated into a range of arts topics and deeper understandings gained through movement, music, and extending to the cross curriculum priority of sustainability and Aboriginal and Torres Strait Islander histories and culture.

T u t o r : M e l a n i e W o o d s

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Preparation and Resources:

The classroom will be laid out in 7 workstations. There will be space for

4 students at each station. Each station will have paper, card, iPad, and craft equipment such as leaves, paint, glue, and scissors.

Sample presentation on seasons 30 seconds to give ideas to be ready

on IWB. Brainstorming session on seasons created in lesson one in popplet app to be put up on IWB after presentation shown to jog

memory of previous lesson's discussion.

Sample Y chart for what does summer look like, feel like, sound like.

Space at the front of the Interactive Whiteboard will be required for group discussion at the beginning and for presentations at the end of

the lesson.

Jigsaw group member layout to remind students which group they are

in.

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Timing:

9:00-

9:05

9:05-

9:30

9:30-

9:40

Learning Experiences:

Lesson introduction Model a presentation on the whiteboard of a

short presentation that has been developed using iMovie. Advise students that they are now going to make and deliver their own

presentations. As a starting point, their groups could ask themselves - What do the seasons mean to me? What if we

didn't have seasons? Provide model of Y chart, e.g. what does summer look like, feel, like, sound like? Students are to decide

how to present their findings for example by making a short movie, poster, picture, brochure or advertisement to educate

the other students on the seasons. Students break into groups of 4 from yesterday's discussion to plan format of presentation

(based on the share group of the jigsaw group from previous lesson).

Main body

At group workstations students will decide what format they

want to present their knowledge of the seasons in. The teacher is to facilitate the learning of the groups and ensure that each

team member has a designated role in the project. After 5 minutes of preparation students will be encouraged to start

taking photos, drawing pictures, filming. Some groups can be

encouraged to do more than one season, while others may chose to focus on just the one season. Consideration and

questioning can be given to what happens on the other side of the equator and why.

Conclusion

Students will come back to the mat and share some of the work

they have completed so far. At this point, students can give one another feedback on their projects. Discuss how adding sound,

music, interviews, colour, contrast could add to the meaning of the presentations. Time outside of class will be given to reflect

in e-learning journals. Leading into next lesson where presentations can be produced further with possibility of adding

interviews, music and sounds. Advise class that presentations will be collated to share with Year 1 class. The presentation can

also be shared on class website with parents.

Comment [DD2]: Student centred learning opportunity encourages student choice and values their opinions and voice.

Comment [DD3]: Mixed ability groups will encourage students to be worked through the zone of proximal development. Key learning points will be to encourage all team members to be making input and output

Comment [DD4]: By students sharing work they have the opportunity to become master and/or novice and are applying their knowledge.

T u t o r : M e l a n i e W o o d s

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Catering for student diversity This activity allows for student diversity through allowing each group to

decide which way to take their project and how far. For example: some students in their groups may choose to only present one season as a

drawing or collage; another student may choose to integrate all four seasons, with some members responsible for drawing what Autumn

means; and others collating the whole project with all four seasons into an iMovie production. Students who have come from the northern

hemisphere can bring information about what happens in their home countries, while Indigenous Australians can bring information about the

seasons (which can also be integrated into modelled sample presentation)

EDN 221 Assignment 2 My approach to teaching for effective learning

Danielle Doherty 19609637

T u t o r : M e l a n i e W o o d s

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Part C: Rationale

The rationale of my lesson plan is to provide an effective lesson which is based on authentic and

cooperative learning in a social environment. My constructivist designed lesson strives to motivate

students to be passionate about learning. This rationale will discuss learning processes with regard to

theories of learning and my philosophy. I will outline how the lesson has been structured to student

development with regard to Piaget's stages of development. The teaching strategies used in the

lesson plan are explained and how they reflect my philosophy of teaching with a constructivist

approach. Finally I will discuss how the lesson motivates and engages students with a view to making

my students self-regulated lifelong learners.

Learning processes

My philosophy of teaching is strongly influenced by a constructivist approach to learning. As a

constructivist, I believe that knowledge is constructed and we build on our existing knowledge

through experiences and interactions (Mansfield, 2014c). This lesson develops the student's

experience of the seasons through interaction with each other and sharing ideas. Through using

provocative questions such as "What would happen if we didn't have seasons?" students are

encouraged to think more deeply about the seasons. The likelihood of the students remembering the

seasons and the months are enhanced through the embodied learning of The Arts into the subject.

This approach is encouraging learner centered activity, where students can be responsible for their

own learning and outcomes. Many theorists, such as information-processing, cognitive load and

social cognitive, find that peer learning offers a number of learning benefits. These benefits include

producing cognitive conflict through discussion of different views; leading the zone of proximal

development and building a joint understanding (Duchesne, McMaugh, Bochner, & Krause, 2013).

EDN 221 Assignment 2 My approach to teaching for effective learning

Danielle Doherty 19609637

T u t o r : M e l a n i e W o o d s

Page 9

Lesson structure and student development

The learning tasks in this lesson plan have been taken from the Australian Curriculum (ACARA) for

year two. The appropriateness of these tasks is evident through a scaffolded approach. In year one,

student's content includes describing duration in months, weeks, days and hours. Therefore learning

more about months and seasons is the next progression. The lesson has been structured using a

cross-curricula approach, in line with authentic learning practices. This approach also has the benefit

of embodied learning, through modeling of the Y chart and leading discussion on what each season

looks, feels and sounds like. This can be further viewed through the student's ability to select how

they want to present their information on the seasons. Through social cognitive work and multiple

intelligences (Gardner, 2006) each student and group has the ability to present their learning in an

individual way, which aids cognition in a class of students who all have differing needs and aptitudes

(O’Neill & McMahon, 2005). Encouraging multi modal presentation methods allows for a wider view

of how students see the world (Wilson, 1996). In order for this lesson to have maximum impact, the

four reciprocal teaching strategies need to be applied. By "predicting, questioning, summarising and

clarifying" (Duchesne et al., 2013, p. 91) throughout the lesson the learning outcomes are more likely

to be attained and students are likely to make more connections and stay on task.

In year two, students are transitioning between the Preoperational and concrete operations stages of

Piaget's ideas. From the concrete operations stage working in groups is encouraged. Developmentally

students should be ready to "discuss problems, share ideas, identify possible solutions, plan

alternatives, implement plans and revise, finding solutions as needed" (Duchesne et al., 2013, p. 80).

With the brainstorming activity from the previous lesson, students are building on their current level

of understanding and, as the teacher, I am able to ascertain what level of knowledge students hold on

the subject. The ability for classification in the concrete operations stage of a 7 year old will also help

with the task of grouping the months into the seasons and discussing what happens in those months /

seasons (Duchesne et al., 2013). The lesson length of forty minutes is also designed to remain within a

time frame where learners of this age can be expected to stay focused on the activity.

EDN 221 Assignment 2 My approach to teaching for effective learning

Danielle Doherty 19609637

T u t o r : M e l a n i e W o o d s

Page 10

Teaching strategy

The teaching strategy used is based on a cooperative learning model and Tappan's model which works

on scaffolding the task to move the students through their zone of proximal development. Through

using Tappan's model, I will model desired behaviours, provide hints, tips and questioning to direct

thinking. The brainstorming activity activates prior knowledge and allows students and teacher to

provide additional knowledge (Mansfield, 2014a). Reviewing previous learning assists the recall of

information over the long term (Duchesne et al., 2013). Working in groups develops social skills, and

viewing this interaction holds valuable information for me. This allows me to be freer to assess and

give individual assistance where needed - facilitating the learning, rather than directing. The skills

associated with effective teamwork are successful to lifelong learning and active citizenship. This

cooperative work allows students to develop important interpersonal skills and builds capacity for

healthy relationships and enhanced learning outcomes (Murdoch & Wilson, 2004).

Students will be able to decide in their own groups how to proceed with the presentation of their

information on what they know about the seasons. This allows the students to be creative and extend

the project further. When we see students as competent individuals, we, as teachers, are much more

likely to give them a voice in their educational goals and discipline (Porter, 2006).

By allowing the student's time to share their presentations with their peers, it enables feedback

opportunities for teacher and students. This can also be incorporated into their online learning

journals where they can reflect on the work in terms of how they worked as a team, what they learnt

and what could be done differently in future tasks. This feedback and reflection works as a time for

consolidation of knowledge, promotes accountability and allows students to set group and individual

goals. The whole class feedback and reflection time will then provide a rehearsal for students'

learning journals (Murdoch & Wilson, 2004).

EDN 221 Assignment 2 My approach to teaching for effective learning

Danielle Doherty 19609637

T u t o r : M e l a n i e W o o d s

Page 11

Motivation

The lesson has been designed to engage and motivate students through self-directed and cooperative

learning. Allowing technology to be part of the focus, students are motivated through the ability to

'play' with cameras, movies and editing. Valuing each student's experiences with the seasons creates

a sense of self worth and efficacy. Creating the learning outcomes and assessment in consultation

with the class, motivates students as they have decided themselves where this project will take them.

This consultation allows students to understand that the goals are achievable and success is within

reach. Carefully selected groups to achieve maximum participation and input allows students who

may be lacking in some skills to be encouraged by others noticing their talent or flair for skills which

they don't posses. This method of motivating students is in line with the TARGET model, where tasks

are meaningful and varied, autonomy / responsibility and shared decision making, recognition of

effort, grouping is to be cooperative not competitive, evaluation and feedback to support future

learning and time for learning, paced to suit individuals (Mansfield, 2014b). The aim is to create

intrinsic motivation, as students will be motivated by the learning and not through the desire for

rewards. This also reflects my overall philosophy of teaching to have self regulated learners.

My philosophy and planning for lessons will also need to be reflective, evaluative and flexible. It is

important to have a philosophy that guides your methods in the classroom; however as a pre-service

teacher I need to be on the learning continuum. Learning, reflection and evaluation will be ongoing

throughout my career.

Conclusion

Using a constructivist approach as a guide to my philosophy has assisted me to form a lesson plan for

teaching in a student centered, cooperative learning environment. My overall goal as a teacher has

always been to give students the chance to keep their individuality and sense of creativity which in

turn will motivate lifelong learning. Through using key education psychology theories, particularly

EDN 221 Assignment 2 My approach to teaching for effective learning

Danielle Doherty 19609637

T u t o r : M e l a n i e W o o d s

Page 12

from the constructivist view consolidates my philosophy, enabling preparedness for the classroom

and the challenges it brings. Seeing my students as competent individuals will guide my lesson

planning as I always want to respect their views and have a student centered learning experience and

build a strong sense of community within my classroom.

References

Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. (2013). educational psychology for learning and teaching (A. Crabb Ed. 4 ed.). South Melbourne, VIC, Australia Cengage Learning.

Gardner, H. (2006). Multiple Intelligences: New Horizons: Basic Books. Mansfield, C. (Producer). (2014a, 3 March). Cognitive development. [Lecture] Retrieved from

https://lcs.murdoch.edu.au:8443/ess/echo/presentation/3804666d-8ed2-43d0-a22e-20b5e7353616?ec=true

Mansfield, C. (Producer). (2014b, 5 May). Essentials for learning: motivation and engagement. [Lecture] Retrieved from http://moodleprod.murdoch.edu.au/pluginfile.php/214944/mod_resource/content/1/8%20EDN221%20Topic%208%202014%20Motivation%20and%20engage.pdf

Mansfield, C. (Producer). (2014c, 24 March). Social cognitive theory and self regulation. [Lecture] Retrieved from https://lcs.murdoch.edu.au:8443/ess/echo/presentation/8a7662bd-02e7-4bff-abc2-08bae3dde93b?ec=true

Murdoch, K., & Wilson, J. (2004). How to Succeed with Cooperative Learning: Little books of big ideas: Curriculum Corporation.

O’Neill, G., & McMahon, T. (2005). Student-centred learning: What does it mean for students and lecturers. Emerging issues in the practice of university learning and teaching, 1.

Porter, L. (2006). Behaviour In Schools: McGraw-Hill Education. Wilson, B. G. (1996). Constructivist Learning Environments: Case Studies in Instructional Design: Educational

Technology Publications.