PERSONAL PEDAGOGICAL FRAMEWORK ORAL PRESENTATIONEDP3333 Curriculum and Pedagogy 3

Belinda Anstey

Some definitions of Learning (Curry, 1993)

A change in behaviour as a result of experience or practice.

The process of gaining knowledge.

A process by which behaviour is changed, shaped or controlled.

The individual process of constructing understanding based on experiences learning.

Fig 1: Displays some definitions of learning.

Fig 1: Shows Contemporary Learning Theory. Source: Studydesk.

“Learning is defined by the person defining it” (Mezirow, 2000)

Behaviorism and Constructivism

Figure 4: Shows how Behaviourism and Constructivism are opposite.

Constructivism and Theory

“Constructivist learning is a student driven process in which learners develop, or construct, their understanding of

information as they work with concepts and think about processes” (Richardson, 1997).

Figure 5: Demonstrates the process in which knowledge is constructed. Adapted from Strategies and Model for Teachers (Eggan and Kauchak, 2006).

Piaget (1976) acknowledges that children are active

learners that construct knowledge from their

environment.

Figure 6: Jean Piaget. Source: NNBD

Behaviorism and Theory

Activity

Arrival (rules, set expectations for day)

(Teacher Directed)

Reading groups (Teacher and student Directed)

English (Teacher Directed )

Little lunch

Maths (Teacher Directed thenChild Directed)

Music N/A

Lunch

Science (Child Directed)

Figure 7: Demonstrates a routine timetable that my personal pedagogical framework would include. Adapted from

Figure 8: B.F. Skinner. Source: NAP. edu

Teaching Strategy – K.W.L CHART

What I Know (Facts) What I Want to know (questions)

What I have Learnt

Figure 9: Adapted from Reflections on classroom thinking (Frangenheim, 2010)

Frangenheim (2010) states ,“That this strategy enables students to activate background knowledge, create new

questions and develop a purpose for the task”.

Teaching Strategy - Round Robin

Sheurrman (1998) states that, “The

major benefit is that whereas in a whole group brainstorm only one person is

responding, in Round Robin, every student

is on task at all times”.

Figure 10: Demonstrates the structure of Round Robin.

HOW CAN LEARNERS JUDGE THE ACCURACY OF THEIR

UNDERSTANDINGS? (OLSEN, 2003).

Explicit Teaching – I DO, WE DO, YOU DO

I DO (Demonstrati

on/Model)

WE DO (Guided Practice)

YOU DO (Application)

Teacher behaviour

Student behaviour

Thinks aloud Listen

Models Observe

Teacher behaviour

Student behaviour

Suggests Listens

Explains Interacts

Responds Collaborates

Acknowledges Participate

Teacher behaviour

Student behaviour

Assist as needed Apply learning

Responds Problem solve

Evaluates student learning

Self monitor

Explicit Teaching enables and limits my pedagogical practice

References

Ashman, A. F., & Conway, R. N. F. (1997). An introduction to cognitive education: Theory and applications. London: Routledge.

Borich, G. (2013). Effective Teaching Methods: Research-Based Practice. London: Pearson Education.

Bringuier, J., & Piaget, J. (1989). Conversations with Jean Piaget. Chicago: University of Chicago Press.

Curry, L. (1993). An Organization of Learning Styles Theory and Constructs. Paper presented at the Annual Meeting of the American Educational Research Association. Retrieved 15 th October, 2013 from http://eric.ed.gov/?id=ED235185.

Devries, R. (1999). Implications of Piaget's Constructivist Theory for Character Education. The Journal of the Association of Teacher Educators. 20 (4). 39-47. doi:10.1080/01626620.1999.10462933.

Dillfay, D., & Sassman, C. (2007). Teaching Effective Classroom Routines: Establish Structure in the Classroom to Foster Children's Learning-From the First Day of School and All Through the Year. New York: Scholastic Teaching Resources.

Fosnot, C. (2005). Constructivism: Theory, Perspectives And Practice. Columbia: Teachers College Press. Frangenheim E. (2010) Reflections on classroom thinking strategies (9th Ed) Loganholme QLD: ITC Publications.

McGregor, D. (2007). Developing Thinking; Developing Learning. New York: McGraw- Hill International.

Mezirow, K. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. New York: ERIC.

Olson, D.(2003). Psychological theory and educational reform: how school remakes mind and society. New York: Cambridge University Press.

Richardson, V. (1997). Constructivist Teacher Education: Building a World of New Understandings. New York: Routledge.

Scheurman, G. (1998). From Behaviourist to Constructivist Teaching. Journal of Social Education. 62 (1). 6-9. Retrieved 11th October, 2013 from http://eric.ed.gov/?id=EJ565801.

Skinner, B. F. (1968). The Technology of Teaching. New York: Meredith Corporation.

Strong, W. (2001). Coaching writing: the power of guided practice. California, U.S.A: Heinemann Publishers.

ImagesSkinner, B. F. [Image]. 2013. Retrieved from http://www.nndb.com/people/297/000022231/Contemporary Learning Theory [Image].2013. Retrieved from http://usqstudydesk.usq.edu.au/m2/course/view.php?id=2922Piaget, J. [Image]. 2011. Retrieved from http://www.nndb.com/people/359/000094077/