Teaching Practice & Lesson Planning

Welcome to Week 3 hang on to you hats!EDF4867

1The tower of power Using ONLY the resources provided to you, your team must create the tallest FREE STANDING tower you canYou have 8 minutesTHIS IS A TEST2

Demonstrate ...You are now going to spend a couple of minutes circulating around the room looking at each tower and giving it a mark out of 10.You have to include the group number with a # (e.g. #1) and then your mark (e.g. #1,6) on the top half of your piece of paper.

What did you base your mark on?Now lets focus on the process rather than the productPlease create a participation pie chart on the bottom half of your paper

Sources of evidenceAssessment techniquesRecording instrumentscomputer-generated presentationsdebates design briefs and plansdiscussion with studentsfoliosgamesindividual and group performancesinterviews led by teacher or student journalsmovement sequencesobservation of written work in progresspersuasive speechesproduction proposalsquestioning led by the teacher or studentreports (e.g. on investigations, excursions)research projects Role playsshort and extended written responses to stimulisketches and drawings of design ideas and productsskill drillsstructured whole-or-small group discussionstudent explanations of work in progressvideo productionsworkshopswritten tests (e.g. Years 3, 5 and 7 test reports)Observation involves teachers observing students as they participate in planned activities. Teacher observation occurs continually as a natural part of the learning and teaching process and can be used to gather a broad range of information about students demonstrations of learning outcomes. Teacher observations can also be structured to gather particular kinds of information in relation to learning outcomes. Consultation involves teachers discussing student work with students, colleagues, parents, carers or other paraprofessionals. The varying perspectives of the participants in consultations can help enrich the evidence gathered about students demonstrations of learning outcomes. Consultation can be used to verify the evidence gathered using other techniques. Some consultations may reveal a need for more detailed assessment. Focused analysis involves teachers in examining in detail student responses to tasks or activities (e.g. role plays, group discussions, tests, debates or research projects, dramatic presentations, video presentations, responses to stimulus). This technique provides detailed evidence about students demonstrations of learning outcomes.Peer and self assessment involve students in using the above techniques to assess their own work and the work of their peers. Peer and self assessment allow teachers to take account of students perceptions when gathering evidence. anecdotal recordsteacher/student journalsvisual folioschecklistsanticipated evidence statements or criteria sheets annotated work samplesaudio and visual (including photographic and video) recordingsworksheetsreports of test resultsreflection sheets/diaries, scrapbookslearning logsconference logsobservation notes progress chartsfeedback sheetspeer and self assessment sheetsself and peer reflective journalsWhy would you consider using analogue options in preference to digital options?Lets talk about your schoolsWhat do you already know?

Known unknownsUnknown unknownsLesson Planning

10Lesson Planning Its essentialWhat should they look like?Lesson plan 1 Full creamLesson plan 2 Lite

Dont accept your mentors advice to Not to worry about these. Its a University requirement. Not only that, Michael and I strongly believe in the importance of planning.EvaluationConsider ways of evaluating all aspects of your lessonDocument the evaluationsConsult with peers (and supervisors)Ask others to evaluateask students (?)12AdministrationDigital copies and backups of yourLesson plansTeaching materialsFolder for written materialsFeedbackHandoutsFolder for resourcesCurriculum materials, others lesson plans, student work13Observation notesCare with private observationsDetail and forethought for observing lessons and taking notes 14School and SupervisorBe proactive in seeking lessons to observeSupervisors should advise about a development in your work at the schoolMake notes of all lessons observedCollect materials, handoutsTake care with information that might identify individuals. Avoid this.15Planning a Lesson: ActionHow will you introduce the lesson?Discuss, purpose, media, presentation..Sets up the context and value of the lessonPlan the instructions.Use several modesAlternate modes of entryReinforce and checkAvoid lengthy verbal instructions

16Whiteboards & DisplaysPlan the display beforehandRehearse the display and timingBuild diagrams where possibleBe clear about what students need to read, copy, respond toInvolve students in the activitiesBuilding the displayCreating pinboard displays, Powerpoint shows17BalanceComputer activityTalking, explaining, arguing, defendingGroup workReadingWriting, taking notes, creating diagramsExperimentsListening18BalancePlan for the amount of time to be spent on each partPrepare follow-up or appropriate activity for early finishersDealing with individuals with problemsDealing with special needsReinforcement19Worksheets, filesPrepare well in advanceTest themEnvisage problems that might occurLeave time for copying, technical issuesFall back in case of technology failure20Planning a Lesson: ClassClass attitude to IT, behaviors and interestsWays of working with the classWays of working with small groupsWays of working with individualsStudy background, topics and materialsStudents with special needs21Planning a Lesson: TeachingWhere does this material fit?What are several ways of approaching the topic?What resources will be needed?22Planning a Lesson: ActionLong term aimsLesson based aimsWhat will the students achieve?Class housekeepingLearning methodsExplanation, demonstration, role-play, group discussion, simulation, debate..23AssessmentList ways in which the learning can be assessedTake care with lengthy and time-consuming assessments

24A lived logo lesson planHave a look at this lesson plan ...Now it is your turn

Planning programming a place for logoBehaviour Management StrategiesKnowing how to react when kids are naughty

Managing Difficult Behaviour In 1972, Haim Ginott described the classroom teachers position in terms of their importance and influence in the lives of children:

Ive come to the frightening conclusion that I am the decisive element in the classroom. Its my personal approach that creates the climate. Its my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a childs life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized (Ginott,1972).

Is this a fair call or a personal view of over inflated importance? Managing Difficult BehaviourProvide students with choices - not demandsMake them aware of the consequences of their choicesDevelop (in consultation with your mentor) a sequence of appropriate of responsesPlan to be proactive in the classroom not reactive

http://www.youtube - Catherine TateWilkinson, J. & Meiers, M. (2007). Managing studentbehaviour in the classroom, Research Digest, 2008(2).Retrieved March, 2013, fromhttp://www.vit.vic.edu.au/3 ... 2 .... 1 ... here we go