1. EDFGC 5807 Theory and Practice of Learning and Teaching
Tying It All Together
EDFGC 5807 Theory and Practice of Learning and Teaching
Week 10
Wednesday 17th May 2017

2. Circle Time Why have you decided to become a teacher?
Silent statements
Emotion Ball – feelings about placement
Small group: Create a T chart which includes:
1: concerns about teaching
2: What aspects of teaching are you most positive and confident about?

3. EDFGC5807
Quick Write:
How have you transferred the theory of this course into the practice of placement?
Share

4. EDFGC5807 Learning and teaching approaches
Introduction to classroom leadership
Psychological, sociological & philosophical perspectives on student learning
Introduction to factors influencing learning within and beyond the classroom
Planning for quality learning and teaching
Inclusive education - Differentiated instruction
Diversity in education (ABLES modules)
Introduction to assessment and learning

5. What Makes Effective Teaching and Learning?
Think of a time when your learning/teaching as a student or as a teacher has been particularly effective
List three factors that supported you to learn/teach effectively
Share

6. Support for teachers is guided by several key considerations.
Support for teachers is guided by several key considerations.
These considerations are important
- they set the scene for teachers to be active and involved rather than be passive participants in developing their teaching:

7. Teachers need to have personal input into their professional learning.
Consideration 1:
Teacher ownership
Teachers need to have personal input into their professional learning.

8. The most meaningful professional learning is done
Consideration 2:
Teachers as generators of knowledge
The most meaningful professional learning is done
when teachers can contribute their own knowledges and experiences, rather than be told what to do.

9. An effective professional learning team is involved in reflection
Consideration 3:
Collaboration
An effective professional learning team is involved in
reflection
social construction of new knowledge
discussing ideas, stimulating and supporting innovation

10. Consideration 4:
A willingness to share existing practice
Teachers achieve more when
they share examples of successful practice, and
identify where they would like to do better

11. Consideration 5:
Support for risk taking
Teachers need to have
support and encouragement from their group of fellow teachers and school leadership
to take risks and try different practices

12. Consideration 6:
Evolutionary, not revolutionary
immediate, large scale recipe changes in practice are not successful
choosing a focus, on one aspect of pedagogy, reflecting on changes, making incremental progress works
working with purpose makes a difference

13. Consideration1: Teacher ownership
The Principles of Learning and Teaching (PoLT) were developed with these several key considerations.
These considerations are more important than the Principles themselves, for they set the scene for teachers to be active and involved rather than be passive participants:
Consideration1: Teacher ownership
Consideration 2: Teachers as generators of knowledge
Consideration3: Collaboration
Consideration 4: A willingness to share existing practice
Consideration 5: Support for risk taking
Consideration 6: Evolutionary, not revolutionary

14. Support for teachers is guided by several key considerations.
Support for teachers is guided by several key considerations.
These considerations are important
- they set the scene for teachers to be active and involved rather than be passive participants in developing their teaching:

15. Teachers need to have personal input into their professional learning.
Consideration 1:
Teacher ownership
Teachers need to have personal input into their professional learning.

16. The most meaningful professional learning is done
Consideration 2:
Teachers as generators of knowledge
The most meaningful professional learning is done
when teachers can contribute their own knowledges and experiences, rather than be told what to do.

17. An effective professional learning team is involved in reflection
Consideration 3:
Collaboration
An effective professional learning team is involved in
reflection
social construction of new knowledge
discussing ideas, stimulating and supporting innovation

18. Consideration 4:
A willingness to share existing practice
Teachers achieve more when
they share examples of successful practice, and
identify where they would like to do better

19. Consideration 5:
Support for risk taking
Teachers need to have
support and encouragement from their group of fellow teachers and school leadership
to take risks and try different practices

20. Consideration 6:
Evolutionary, not revolutionary
immediate, large scale recipe changes in practice are not successful
choosing a focus, on one aspect of pedagogy, reflecting on changes, making incremental progress works
working with purpose makes a difference

21. Consideration1: Teacher ownership
The Principles of Learning and Teaching (PoLT) were developed with these several key considerations.
These considerations are more important than the Principles themselves, for they set the scene for teachers to be active and involved rather than be passive participants:
Consideration1: Teacher ownership
Consideration 2: Teachers as generators of knowledge
Consideration3: Collaboration
Consideration 4: A willingness to share existing practice
Consideration 5: Support for risk taking
Consideration 6: Evolutionary, not revolutionary

22. Principles of Teaching and Learning (POLT)
packed12.aspx

23. AITSL
teachers

24. AITSL Toolkit

25. Sir Ken Robinson – The Art of Teaching

26. Winter School
This course will be an Intensive Program known as Winter School with face to face classes over 4 weeks from Monday 12 June until Sunday 9 July 2017.
Class will be held in Building T in room T317:
Week 1: Tuesday 13 June and Wednesday 14 June
Week 2: Monday 19 June and Tuesday 20 June
Week 3: Monday 26 June and Tuesday 27 June
Week 4: Monday 3 July and Tuesday 4 July

27. Assessment Task 1
Critical incident analysis and reflection (2400 words) worth 30%
Using a ‘light-bulb moment’ (something that occurred which led to a shift of your thinking about professionalism in teaching) in relation to a particular element of your professional practice, construct a reflective response which considers this dimension of your practice in some depth (equivalent of 2400 words). Your response should align with one of the following professional standards from the AITSL framework:
3.5:  Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6:  Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
4.3: Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4: Describe strategies that support students’ well-being and safety working within school and/ or system, curriculum and legislative requirements.
5.5: Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

28. Ideas
The effects of parent/teacher relationships, specifically parent drop-in in the classroom and links to classroom practicum
School wide classroom behaviour management system
Dealing with the issue of self-doubt in the art room
Maintaining effective parent/carer-teacher relationships
Teacher workload
Disengaged students
Physical contact between teacher and students (Foundation class), acceptable and unacceptable physical contact
Student engagement and motivation in the classroom
Students with emotional and behavioural disorders
Difference in the behaviour and learning capabilities of the students between their usual classroom teacher and a Casual Relief Teacher (CRT)
Swearing
Motivation for learning when two teachers share a class
Teacher Socialisation with Primary Aged Students Outside the School Context
The power of praise