1. Learning and Teaching Approaches
EDFGC 5807 Theory and Practice of Learning and Teaching
Week 2
Wednesday 8th March 2017

2. Circle Time
Getting to know you activity using a ball, my name is Lyndsey and I like lollies ….
With a partner find a similarity
Silent statements
Whole group activity – get in order using birthdays
Click, clack game using rulers
Strength Cards: How am I feeling?
Reflection

3. Weekly Readings Get together with other group members
Create a report to present to the group covering main points using the 4Rs Model of Reflective Thinking
1. Groundwater-Smith et al Chapter 5 The learning environment
2. Korthagen & Vasalos Levels in Reflection: core reflection as a means to enhance professional growth
3. Moore What makes a good teacher?
4. Hirst & Cooper Choreographing the classroom spaces

4. Writing Learning Intentions
What is your understanding of a learning intention?
Think, pair, share

5. Writing Learning Intentions
What do I want students to know?
What do I want students to understand?
What do I want students to be able to do?

6. Writing Learning Intentions
What do I want students to know?
Learning intentions that focus on knowledge
Thinking about the different kinds of knowledge, and being specific about the kind of knowledge that is required in a particular situation, will help teachers design their learning intentions. They consider, for instance,
knowledge about a particular topic (know about different types of energy)
knowledge of how something is done, of the steps involved in producing something (know how to construct a pie graph)
knowledge of why something happens (know why rabbits are an ecological disaster)
knowledge of what causes something to happen (know what causes thunderstorms)

7. Writing Learning Intentions
What do I want students to understand?
Learning intentions that focus on understanding
Understanding builds on knowledge and requires some kind of processing.
For instance, a student might be able to list the causes of an historical event - thereby showing knowledge of them - but understanding requires analysis and, perhaps, interpretation.
understand the causes of an historical event
understand the effects of diet on health
understand how persuasive language can position the reader to agree with the author
Understanding, then, is of a higher cognitive order than knowledge and, in designing learning intentions, teachers ensure that students are exposed to learning which makes those higher demands as well as demands of a lesser nature.

8. Writing Learning Intentions
What do I want students to be able to do?
Learning intentions that focus on skills
Learning intentions that focus on skills always start with the words 'to be able to' followed by a verb. For example,
to be able to write a recount
to be able to solve a problem using more than one strategy
to be able to work as part of a team
Often learning intentions that focus on skills will also imply the acquisition of certain knowledge or understandings. For instance, to be able to write a recount, students must have a knowledge of the structures and features of a recount.

9. What is a Success Criteria?
The learning intention of a lesson or series of lessons tells students what they should know, understand and be able to do, and the success criteria help teachers to decide whether their students have in fact achieved the learning intention.

10. Discussion
Reflect upon the John Hattie video.

11. Writing Learning Intentions
Using a picture fiction book write three learning intentions based upon knowledge, understanding and skills.
What do I want students to know?
What do I want students to understand?
What do I want students to be able to do?
Share

12. Readings for Week 3
1. Surviving and succeeding in difficult classrooms P. Blum (2006).
Ch 1 Purposeful lessons. (EBook)
2. Do they hear you? J. Hattie, D. Fisher, N. Frey, Educational Leadership April 2016
3. Teaching for deep learning, T Wilson Smith, S Colby, The Clearing House May/June 2007
4. Effective classroom management and positive teaching, K Sieberer-Nagler, English Language Teachers Vol 9 No

13. Questions
Any questions about AT1?