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

2. Compiled by: Nora Lopes Sarah Matheson Sarah Montefiore Melissa Robinson Craig Winchcombe

3. Contents THEORIES OF TEACHING & LEARNING BEHAVIOURISM HOW BEHAVIOURISM IMPACTS LEARNING COGNITIVISM 1 COGNITIVISM 2 COGNITIVISM 3 CONSTRUCTIVISM HOW CONSTRUCTIVISM IMPACTS LEARNING THEORY OF COOPERATIVE LEARNING & ITS IMPACT ON THE CLASSROM EFFECTIVE CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT GOALS PROFESSIONALISM PEDAGOGICAL KNOWLEDGE LEARNER DIVERSITY LEARNERS WITH EXCEPTIONALITIES DIGITAL STUDENTS TEACHERS OF TODAY – TEACHERS OF THE FUTURE CHARACTERISTICS OF A 21 ST CENTURY TEACHER CLASSROOM OF THE FUTURE CONCLUSION MOTIVATIONAL THEORIES HOW MOTIVATION IMPACTS LEARNING

4. What it takes to be an effective teacher in the year 2010 and beyond.... Theories of Teaching and Learning BEHAVIOURIST THEORY COGNITIVIST THEORY CONSTRUCTIVIST THEORY “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). Classroom Management Learner Diversity Professionalism Motivation Assessment Professional Knowledge Base Pedagogy Digital Students 21 st Century Educators

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

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

7. What it takes to be an effective teacher in the year 2010 and beyond.... 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. 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 their experiences Learner’s construct their knowledge as a result of developing their understanding of their experiences Constructed knowledge relies on the knowledge the learner already possess Social environments improve learning What it takes to be an effective teacher in the year 2010 and beyond....

8. . 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.... Cognitivism Social Learning Theory Psychodynamic Theory Biological 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. Theoretical view acknowledged by McDevitt & Ormrod (2010) as inherited physiological structures of the body and brain that assist survival, growth and learning Cognitive Process Theory McDevitt & Ormrod (2010) highlights the exact nature of human mental operations. Theorist examine how people construe and remember what they see and hear and how these process change through the duration of childhood and adolescence.

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

10. Learning and development in cultural context Language Development Social Interaction Culture Fig 2.6 (Eggen & Kauchak, 2010, p.45)

11. Fig 2.6 (Eggen & Kauchak, 2010, p.45) Fig 1.2 (Bronfenbenner, 2005; Bronfenbenner & Morris, 2006 as cited in McDevitt & Ormrod, 2010 p.17) External Influences

12. Constructivism What it takes to be an effective teacher in the year 2010 and beyond.... 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. 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 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) Constructivism presents an alternative view of what is regarded as knowledge, suggesting that there may be many ways of interpreting or understanding the world.

14. Motivational Theories 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: 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. BEHAVIOURIST THEORIES Focus on changes in behaviour that result from experiences with the environment. 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. 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. 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. 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) THEORIES OF MOTIVATION “Motivation is the process whereby goal-directed activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008, p4, as cited in Eggen & Kauchak, 2010).

15. What it takes to be an effective teacher in the year 2010 and beyond.... 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). 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 Self-actualization (reaching one’s full potential) Self-actualization (reaching one’s full potential) Self-esteem (recognition and approval) Self-esteem (recognition and approval) Belonging (love and acceptance from family and peers) Belonging (love and acceptance from family and peers) Safety (freedom from physical or emotional threat) Safety (freedom from physical or emotional threat) Survival (shelter, warmth, food, water) Survival (shelter, warmth, food, water) Maslow’s hierarchy of needs Maslow’s hierarchy of needs, adapted from Figure 10.3, Eggen & Kauchak, 2010, p290 Growth needsDeficiency needs

16. Theory of Cooperative Learning & It’s Impact on the Classroom What it takes to be an effective teacher in the year 2010 and beyond.... 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: 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. Emotional development through ideas being supported in an enthusiastic and encouraging group. A wide range of thinking skills are utilised when students are explaining, negotiating and solving problems. Improve communication and interpersonal skills. Enhance social skills in working with peers and in leadership skills. “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 What it takes to be an effective teacher in the year 2010 and beyond.... A well managed classroom impacts of the motivation of students within the environment. “Principles of Planning for Classroom Management” “Developmental differences Influence Classroom Management” “Management & Instruction are Interdependent” “Classroom Organization is Essential for Classroom Management” “Rules & Procedures Are the Cornerstone of an Effective Management System” “The First Days of School Set the Tone for the Year” (Eggen & Kauchak, 2010, p356)

18. Classroom Management Goals What it takes to be an effective teacher in the year 2010 and beyond.... 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” “Creating a Community of Caring & Trust” “Developing Learner Responsibility” “Maximizing Time and Opportunity for Learning” (Eggen & Kauchak, 2010, p354)

19. Professionalism What it takes to be an effective teacher in the year 2010 and beyond.... 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. Professionalism Commitment to Learners Reflective Practice Professional Knowledge Decision Making Characteristics of professionalism Figure 1.1, Eggen & Kauchak (2009) Characteristics of Professionalism:

20. What it takes to be an effective teacher in the year 2010 and beyond.... Pedagogical Knowledge General Pedagogical Knowledge Instructional Strategies Classroom Management 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)

21. Learner Diversity What it takes to be an effective teacher in the year 2010 and beyond.... Culture Gender Socioeconomic status 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. What it takes to be an effective teacher in the year 2010 and beyond.... Language What it takes to be an effective teacher in the year 2010 and beyond....

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

23. What it takes to be an effective teacher in the year 2010 and beyond.... “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 21 st 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. Digital Students Students from Previous GenerationsToday’s Digital Students Passive communicators Single taskers Work orientated Linear thinking Relevancy not critical to learning Single sensory input Text-based first Reality-based Conventional speed Learning has to be relevant & fun Hypercommunicators Multitaskers Play orientated Random access Multisensory input Digital and graphics first Fantasy-based learning Twitch speed Understanding Today’s Digital Generation Figure 1-16 (Shelly et al., 2008)

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

25. Gadgets for Students Portable digital scanner Ipods Kindle e -textbooks USB Flash Drive Mobile Phone/Camera/ Video Recorder E-Reader Pen/Digital Voice Recorder Laptops

26. 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.

27. Characteristics of a 21 st Century Teacher What it takes to be an effective teacher in the year 2010 and beyond.... The Adaptor The Communicator The Learner The VisionaryThe Model The Collaborator The Risk Taker 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. Educational Origami (2010), defined the characteristics as:

28. . Conclusion 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. (Click on globe to view clip) What it takes to be an effective teacher in the year 2010 and beyond....

29. Eggen P., & Kauchak D. (2010) Educational Psychology - Windows on Classrooms (8 th 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 (3 rd. 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=nPx4KrQcO4shttp://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=gJtGCfMq85chttp://www.youtube.com/watch?v=gJtGCfMq85c Shelly, G., Cashman, T., Gunter, R., & Gunter, G. (2008) Teachers Discovering Computers, Integrating Technology and Digital Media in the Classroom (5 th Ed.). Boston: Cengage Learning Shuell T.J., (1993) Journal Article Excerpt. Toward an Integrated Theory of Teaching and Learning. Vol 28 Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., & Nosworthy, M. (2004). Learning for teaching: Teaching for learning.Victoria: Thompson References

30. North American Division Office of Eductation (2010), Journey to Exellence, Retrieved January 4th, 2010 from http://www.journeytoexcellence.org/practice/instruction/theories/moretheories/cognit ivism.phtml http://www.journeytoexcellence.org/practice/instruction/theories/moretheories/cognit ivism.phtml Educational Origami (2010), 21st Century Teacher, Retrieved November 27th, 2009 from http://edorigami.wikispaces.com/21st+Century+Teacher http://edorigami.wikispaces.com/21st+Century+Teacher