1 / 30

What it takes to be an effective teacher in the year 2010 and beyond....

What it takes to be an effective teacher in the year 2010 and beyond. What it takes to be an effective teacher in the year 2010 and beyond. Compiled by: Nora Lopes Sarah Matheson Sarah Montefiore Melissa Robinson Craig Winchcombe. Contents. EFFECTIVE CLASSROOM MANAGEMENT.

brynne-kaufman
Download Presentation

What it takes to be an effective teacher in the year 2010 and beyond....

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. What it takes to be an effective teacher in the year 2010 and beyond.... What it takes to be an effective teacher in the year 2010 and beyond....

  2. Compiled by:Nora LopesSarah MathesonSarah MontefioreMelissa RobinsonCraig Winchcombe

  3. Contents EFFECTIVE CLASSROOM MANAGEMENT THEORIES OF TEACHING & LEARNING BEHAVIOURISM CLASSROOM MANAGEMENT GOALS HOW BEHAVIOURISM IMPACTS LEARNING PROFESSIONALISM COGNITIVISM 1 PEDAGOGICAL KNOWLEDGE THEORIES OF CHILD DEVELOPMENT LEARNER DIVERSITY COGNITIVISM 3 LEARNERS WITH EXCEPTIONALITIES CONSTRUCTIVISM DIGITAL STUDENTS HOW CONSTRUCTIVISM IMPACTS LEARNING TEACHERS OF TODAY – TEACHERS OF THE FUTURE CHARACTERISTICS OF A 21ST CENTURY TEACHER MOTIVATIONAL THEORIES HOW MOTIVATION IMPACTS LEARNING CLASSROOM OF THE FUTURE THEORY OF COOPERATIVE LEARNING & ITS IMPACT ON THE CLASSROM CONCLUSION

  4. Theories of Teaching and Learning “Teaching and learning are two of the most fundamental components of the educational process, and both topics have long been of interest to a variety of individuals concerned with education, from philosophers to educational psychologists. Within an educational context, the two phenomena are so inextricably intertwined that it often is difficult to imagine one without the other” (Schuell, T.J., 1993). What it takes to be an effective teacher in the year 2010 and beyond.... 21st Century Educators Classroom Management COGNITIVIST THEORY BEHAVIOURIST THEORY Learner Diversity Professional Knowledge Base Pedagogy CONSTRUCTIVIST THEORY Digital Students Professionalism Assessment Motivation

  5. Behaviourism BEHAVIOURAL CONSEQUENCE What it takes to be an effective teacher in the year 2010 and beyond.... REINFORCEMENT An event that decreases the likelihood that a behaviour will recur PUNISHMENT An event that decreases the likelihood that a behaviour will recur PRESENTATION PUNISHMENT An decrease in behaviour that results from being presented with a stimulus POSITIVE REINFORCEMENT An increase in behaviour that results from being presented with a stimulus NEGATIVE REINFORCEMENT An increase in behaviour that results from and aversive stimulus being removed or avoided. REMOVAL PUNISHMENT An decrease in behaviour that results from a stimulus being removed. Figure 6.1 Consequences of behaviour (Eggen & Kauchak, 2010)

  6. Behaviourism What it takes to be an effective teacher in the year 2010 and beyond.... Definition • “Behaviourism is a theory that explains learning in terms of observable behaviours and how they’re influenced by stimuli from the environment. It defines learning as a relatively enduring change in observable behaviour as a result of experience.” (Eggen & Kauchak, 2010) Weaknesses • Behaviourism theory has its limitations. It can not explain higher order thinking and is considered ineffective in its use as a learning theory. (Eggen & Kauchak, 2010) • Intrinsic motivation will be more useful to students then behaviour driven learning. Strengths • While behaviourism is not effective in teaching practices it is most commonly used for creating a positive learning environment and forming positive behaviour patterns (Eggen & Kauchak, 2010). • Classroom management is one area that behaviourism theory is widely used by educators.

  7. Behaviourism for Classroom Management Avoiding a Stimulus e.g. Removal of a potential punisher following good behaviour. Adding a Stimulus e.g. Praising students What it takes to be an effective teacher in the year 2010 and beyond.... Reinforcement Positive Negative Using Behaviourism for Effective Classroom Management Punishment Antecedents Punishers are not effective in promoting positive behaviour. However they can be necessary in reducing undesirable behaviour and should be used sparingly. “ Stimuli that precede and induce behaviours” (Eggen & Kauchak, 2010. P. 173) e.g. Environmental Stimuli Teacher behaviour Prompts & Cues e.g. Timeouts Detention Removal of Privileges

  8. Cognitivism The North American Division Office of Education (2010) defined cognitivism as an information processing theory which explains how people perceive, learn, remember, and think about information. Cognitivism was established primarily by learning theorists Jean Piaget, Lev Vygotsky, David Ausubel, and Jerome Bruner. What it takes to be an effective teacher in the year 2010 and beyond.... What it takes to be an effective teacher in the year 2010 and beyond.... • Eggen & Kauchak (2010) continued to suggest the theory is grounded on the following principles: • Learners’ experience influence learning and development • Learners’ are mentally active in their attempts to comprehend • those experiences • Learner’s construct their knowledge as a • result of developing understanding of their • experiences • Constructed knowledge relies on the • knowledgethe learner already possess • Social environments improve learning

  9. Theories of Child Development What it takes to be an effective teacher in the year 2010 and beyond.... What it takes to be an effective teacher in the year 2010 and beyond....

  10. Cognitivism Alt slide to keep theory format the same Social Learning Theory . • McDevitt & Ormrod (2010) defined social learning theory as a theoretical perspective that concentrates on how children’s beliefs and goals affect their actions. What it takes to be an effective teacher in the year 2010 and beyond.... Psychodynamic Theory • Psychodynamic theories defined by McDevitt & Ormrod (2010) focuses on the affect early experiences , internal conflicts and the environment have on later characteristics and behaviour. Biological Theory • Theoretical view acknowledged by McDevitt & Ormrod (2010) as inherited physiological structures of the body and brain that assist survival, growth and learning

  11. Cognitivism . Cognitive – Development Theory What it takes to be an effective teacher in the year 2010 and beyond.... • Underlines the thought processes and their changing character over the period of development. • (Click on 1st picture to open hyperlink) • This pertains to the effects and influences of social and cultural systems on development by way of interaction with others. • (Click on 2nd picture to open hyperlink) • Highlights the various internal and external aspects which come together to contribute to the development of the child. • (Click on 4th picture to open hyperlink) Sociocultural Theory Developmental Systems Theory

  12. Constructivism Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. “Despite differences, all who study constructivism agree with the following principle: Learners construct, rather than record their own knowledge” (Eggen & Kauchak, 2010). Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. What it takes to be an effective teacher in the year 2010 and beyond.... Characteristics of constructivism: • Learners Construct knowledge that makes sense to them. • New learning depends on current • understanding. • Social interaction facilitates • learning. • The most meaningful learning occurs within real-world tasks. Figure 8.1 Characteristics of constructivism (Eggen & Kauchak, 2010)

  13. How Constructivism Impacts Learning Constructivism presents an alternative view of what is regarded as knowledge, suggesting that there may be many ways of interpreting or understanding the world. What it takes to be an effective teacher in the year 2010 and beyond.... Provide learners with a variety of examples and representations of content Connect content to the real world. Promote high levels of interaction. Treat verbal explanations skeptically. Promote learning with assessment. Figure 8.3 Suggestions for Classroom Practice (Eggen & Kauchak, 2010)

  14. Motivational Theories Student motivation lies in the core of influencing performance and achievement at school. With the fast growing technological advances and a growing knowledge base, it is essential that motivation be continuous . What it takes to be an effective teacher in the year 2010 and beyond.... As with learning, different theories of motivation offer frameworks for understanding student motivation. Theoretical views of motivation are outlined as: THEORIES OF MOTIVATION BEHAVIOURIST THEORIES Focus on changes in behaviour that result from experiences with the environment. COGNITIVE and SOCIAL COGNITIVE THEORIES Examine people’s expectations and beliefs and their attempts to understand how the world works. SOCIOCULTURAL THEORIES Emphasize individuals participation in communities that value and support learning. HUMANISTIC THEORIES Emphasize people’s attempts to fulfill their total potential as human beings. Figure 10.2 Theoretical views of motivation (Eggen & Kauchak, 2010, p286) “Motivation is the process whereby goal-directed activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008, p4, as cited in Eggen & Kauchak, 2010).

  15. How Motivation Impacts on Learning Student motivation influences both the learning journey and the meeting of expected outcomes. “Motivation is often classified into two broad categories. These are Extrinsic and Intrinsic Motivation. Extrinsic motivation is motivation to engage in an activity as a means to an end, whereas Intrinsic motivation is motivation to be involved in an activity for it’s own sake” (Schunk et al., 2008 as cited in Eggen & Kauchak, 2010). What it takes to be an effective teacher in the year 2010 and beyond.... Students Needs and Motivation to Learn • Three theories based on students needs are defined by Eggen & Kauchack, 2010 as: • Maslow’s hierarchy of needs (outlined below) • The need for self-determination • The need to preserve self-worth Maslow’s hierarchy of needs Growth needs Deficiency needs Self-actualization (reaching one’s full potential) Self-esteem (recognition and approval) Belonging (love and acceptance from family and peers) Safety (freedom from physical or emotional threat) Survival (shelter, warmth, food, water) Maslow’s hierarchy of needs, adapted from Figure 10.3, Eggen & Kauchak, 2010, p290

  16. Theory of Cooperative Learning & It’s Impact on the Classroom Collaborative and cooperative learning describes students working together in established groups to achieve a common goal. The view of a constructivist approach is that collaborative work offers many advantages to enhance learning. The impact of Collaborative and cooperative learning on the classroom when working in well established and structured groups can benefit students in a positive way by: What it takes to be an effective teacher in the year 2010 and beyond.... Giving students an equal opportunity in achieving desired goals. All group members are working towards a common goal. Can enhance less able students understanding of topic. Enhance social skills in working with peers and in leadership skills. Improve communication and interpersonal skills. A wide range of thinking skills are utilised when students are explaining, negotiating and solving problems. Emotional development through ideas being supported in an enthusiastic and encouraging group. “Cooperative Learning is a set of instructional models in which students work in mixed-ability groups to reach specific learning and social interaction objectives. Cooperative learning is grounded in Vygotsky’s (1978, 1986) work, with its emphasis on social interaction as a mechanism for promoting cognitive development” (Eggen & Kauchak, 2010, p419).

  17. Effective Classroom Management A well managed classroom impacts of the motivation of students within the environment. “Principles of Planning for Classroom Management” What it takes to be an effective teacher in the year 2010 and beyond.... (Eggen & Kauchak, 2010, p356)

  18. Classroom Management Goals • Provide an environment of caring and trust to establish a safe, supportive, and positive learning environment for all students. • Encourage cooperation amongst students by developing learner responsibility. • “Goals of Classroom Management” What it takes to be an effective teacher in the year 2010 and beyond.... • (Eggen & Kauchak, 2010, p354)

  19. Professionalism The effective teachers knowledge needs to cover the social, cultural and learning needs of all students and knowledge of developmental characteristics of each individual student. Teachers standards are being raised as cited in Eggen & Kauchak (2009) to become professionals who know and can do more. What it takes to be an effective teacher in the year 2010 and beyond.... Characteristics of Professionalism: Characteristics of professionalism Figure 1.1, Eggen & Kauchak (2009)

  20. Pedagogical Knowledge General Pedagogical knowledge “Involves and understanding of essential principles of instruction and classroom management that transcends individual topics or subject matter areas” (Borko & Putnam, 1996; Darling-Hammond & Bransford, 2005 as cited in Eggen & Kauchak, 2010, p11) What it takes to be an effective teacher in the year 2010 and beyond.... General Pedagogical Knowledge Instructional Strategies Classroom Management

  21. Learner Diversity What it takes to be an effective teacher in the year 2010 and beyond.... What it takes to be an effective teacher in the year 2010 and beyond.... What it takes to be an effective teacher in the year 2010 and beyond.... Socioeconomic status Gender Culture Language As teachers we need to embrace the diversity of our students and use the knowledge we have of these differences to provide a better learning experience.

  22. Learners with Exceptionalities These include students: What it takes to be an effective teacher in the year 2010 and beyond.... Who are Gifted & Talented What it takes to be an effective teacher in the year 2010 and beyond.... or Attention – Deficit/ Hyperactivity Disorder Visual Disabilities Who have Learning Disabilities Intellectual Disabilities Communication Disorders Behaviour Disabilities Hearing Disabilities Autism Spectrum Disorders “Students who need special help and resources to reach their full potential.” (Kauffman, McGee & Bingham, 2004 as cited in Eggen & Kauchak, 2010, p.16)

  23. Teachers of Today…. Unfortunately, there are still some educators in today’s society that are stuck in the old rote memorisation learning, lecturing, passing on information and not exploring or motivating students to learn. They are stuck in one teaching mode in the same old dull way, with dry lectures, boring worksheets and text books, repetition and drill. This would prove to be very boring for students. What it takes to be an effective teacher in the year 2010 and beyond.... …Teachers of the Future In the future teachers are going to have to wear many different hats and be very flexible. Teachers will need to move away from single subjects and into a greater range of expertise. Jobs, now and in the future, are not for life. Educators are going to have to be diverse in following young people’s interests. 

  24. Characteristics of a 21st Century Teacher What characteristics should a 21st Century teacher posses? We know teaching is student centered. We know too, that they must be 21st Century learners as well. But teachers are more than this. What it takes to be an effective teacher in the year 2010 and beyond.... The Risk Taker The Visionary The Model The Adaptor The Learner The Collaborator The Communicator

  25. The 21st Century Learner Just a suggestion Training Room (n.d) suggested Learners are individuals that bring their own needs and experiences into the classroom. The 21st century learner’s characteristics will influence the way they react in the classroom. However they continued to imply, learner characteristics can offer some general information, be cautious not to stereotype your learners. Every learner is an individual and "general" learner characteristics should only be used as a guide. What it takes to be an effective teacher in the year 2010 and beyond.... What it takes to be an effective teacher in the year 2010 and beyond....

  26. Digital Students “Today, the vocabulary of computing is all around you” (Shelly et al., 2008). • Students today are real time learners using different technology to express themselves. Students who graduate from our schools in the 21st century will have to have the skills needed to be effective workers, citizens, and leaders in the new global economy. • Today’s students are essentially different from previous generations in the way they think, access, absorb, interpret, process and apply information. • Above all, they are different in the way they view, interact, and communicate in this technology-rich world. What it takes to be an effective teacher in the year 2010 and beyond.... Understanding Today’s Digital Generation Today’s Digital Students Students from Previous Generations Passive communicators Hypercommunicators Single taskers Multitaskers Work orientated Play orientated Linear thinking Random access Relevancy not critical to learning Learning has to be relevant & fun Single sensory input Multisensory input Text-based first Digital and graphics first Reality-based Fantasy-based learning Conventional speed Twitch speed Figure 1-16 (Shelly et al., 2008)

  27. What it takes to be an effective teacher in the year 2010 and beyond.... Classroomof the Future “Effective authentic teachers in the 21stcentury combine a living curriculum, media and technology with an inspirational classroom to empower and engage” (missmelissa73, 2009) What it takes to be an effective teacher in the year 2010 and beyond.... (Click on classroom to open hyperlink)

  28. The Future of Teaching . (Click on globe to view clip) What it takes to be an effective teacher in the year 2010 and beyond.... Teaching 2010 & Beyond In light of the fast changing world, it is essential that teachers keep abreast of theory and classroom practice, keep current, and be open to improvements and advancements in education procedures and ever changing technologies to enhance our students learning experience.

  29. References EggenP., & Kauchak D. (2010) Educational Psychology- Windows on Classrooms (8th Ed.). New Jersey: Pearson Education, Inc. Fetherston, T. (2006). Becoming an effective teacher. Sydney: Thompson Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007). Teaching challenges & dilemmas (3rd. ed). South Melbourne: Thompson. McDevitt, T., & Ormrod, J. E. (2010). Child development and education (4th ed.) New Jersey: Pearson Education missmelissa73, (2009) Youtube Broadcast Yourself: Classroom for the Future. [Clip] Retrieved January 6, 2010 from http://www.youtube.com/watch?v=nPx4KrQcO4s missmelissa73, (2009) Youtube Broadcast Yourself: Teaching 2010 and Beyond. [Clip] Retrieved January 6, 2010 from http://www.youtube.com/watch?v=gJtGCfMq85c Shuell T.J., (1993) Journal Article Excerpt. Toward an Integrated Theory of Teaching and Learning.Vol 28 Shelly, G., Cashman, T., Gunter, R., & Gunter, G. (2008) Teachers Discovering Computers, Integrating Technology and Digital Media in the Classroom (5th Ed.). Boston: Cengage Learning Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., & Nosworthy, M. (2004). Learning for teaching: Teaching for learning.Victoria: Thompson

  30. References continued….

More Related