1. o New to teachingo Experimentalo Reflecting to improve

2. o More experiencedo Immersed in curriculumactivitieso Building relationshipso Engaged but criticalo Classroom managemento Balancing old and new 3. o Exude confidenceo Self efficacyo Sense of with-it-nesso Inspirationalo Embracing newmodalities andtheorieso Creating their ownpath 4. o Stay in comfort zoneo Criticise newtheories andteaching practiceso Teach to studentsnot for studentso Lost passion 5. o What about you?o Can you relate?o Are you ready to link prior experiencewith future teacher potential?o Where do you fit?o Which group?o What next?o What will you be? 6. o Start now to develop your own teachingidentityo Use your story and the stories of others toguide youo What experience do you bring? 7. o Position your students so they can use the knowledge theyhaveo Affirm prior knowledgeo Challenge assumptions 8. Constructivism iso A theoreticalperspectiveo Learners constructknowledge in relationto experienceo Learners dont absorbknowledge at facevalue 9. Our experience of the world is presented to usby our 5 senses. The information is transmittedto our brain which then attempts to constructa meaningful account of the sensory inputs.This construct of meaning depends heavily onour previous experience as the brain tries torelate the incoming information to thatalready processed or assimilated. This previousexperience is, in effect, a prejudice. We do nosee the world as it is, but as we are. This leadsto one of the basic principles of constructivism;truth is not absolute, it is merely aconstruction of viable explanations from ourexperiences (1996, pg. 27) 10. o Natural, relevant, productive and empoweringform of instruction for students.o Its about recognising existing ideas and buildingon them to create a richer, diverse set ofconcepts.o Piaget (1896-1980)o Dewey (1859-1952)o Vygotsky (1894-1934)o Montessori (1870-1952)o Bruner (1915-current) 11. o Children are curious and love to exploreo They want to learno Assimilation:- The ability to deal with newknowledge or experiences in a way that is consistentwith prior learningo Accommodation:- The ability to deal with knowledgeor experiences by modification or creation of linksin relation to prior learningo Disequilibrium:- A state of confusion that occurswhen learning can not be assimilated oraccommodatedo Equilibrium:- The ability to restructure ideas, beliefsand knowledgeo Cognitive Constructivism:- Making meaning relieson individual cognition to process informationwithin existing schema/frameworks ofunderstanding 12. o Adults convey meaning to children via informal and formal interactions.o Children incorporate alternate understandings in order to constructmeaning.o Actual Development Level:- the highest level at which a child cansuccessfully perform a task independentlyo Level of Potential Development:- the highest level at which a child cansuccessfully perform a task with assistanceo Zone of Proximal Development:- the range of tasks that can be achievedwith assistance but which are too difficult to perform aloneo Co-Construction:- a shared approach to meaning making as a learningprocess where participants combine knowledge together in new ways.o Guided Participation:- involves teachers and students working onmeaningful shared tasks that include shared values. It usually involvestasks that lead to an end pointo Peer Tutoring:- a children mastery over tasks, they can begin to teachothers what they have learned. As a result, learning is consolidated,motivation is heightened and the teachers become more competent atguiding themselves.o Self regulation:- directing and controlling ones own actions by using self-talk and inner speech.o Cooperative Learning Groups:- group work in which children workcollaboratively. 13. o Authentic Activities:- tasks that closely resemble those that children ayencounter in the adult world.o Scaffolding:- the temporary guidance and support provided to learners asthey increase competence in areas of development and learning (coinedby Jerome Bruner, but typically applied to Vygotskys view of guidedinstruction with in a students ZPD)o Inner Speech:- the words that are used by children and adults tocommunicate interpersonally as a way of guiding behaviour andthinking. By participating in private speech learners are able totransform knowledge and dialogue with others their own personalthinking blocks.o (Hedges 2000; Hurst & Cooke, 2010; pg. 267-271; Marsh, 2012; pg 46;Machado & Botnarescue, 2008;pg 120 and Mc Devitt & Ormrod, 2004; pg166-175)o McDevitt and Ormrod (2004) cite Berk and Spuhl as saying: childrenwho talk themselves through challenging tasks pay more attention towhat they are doing and are more likely to show improvement in theirperformance (pg 175). 14. As I sit on the edge of my bed, I can feel the nervousness beginto creep into my hands and feet. Like a drummer without sticks,I tap to the rhythm of my racing heart. Consciously I take a fewdeep breaths. My heart slows; as does my tapping.Today is my interview with the school and for some reason, theexcitement surrounding this position is reaching epic proportions.Seeds of doubt challenge to unravel my desire to do well. I beginto remind myself about successful interviews I have had in thepast:My interviews generally go well;I have the necessary skills and am willing to learn more soI can do the job well;All my resources and references are readyKnowing there is not much more I can do, I grab my bag andkeys and head for the car. 15. The drive to the school is a fairly easy one and I arrive withplenty of time to spare. I pass the water features on my way inand I remind myself to: Relax and breatheI inform the lady at the desk that I am here for an interview. Sheasks me to take a seat and wait for a moment. I continue mymental checklist:I have arrived early; I have checked my appearance in the mirror - NO I dont have any toilet paper stuck to the bottom of my shoes, - NO myskirt is not hitched up into my stockings!A lady in red approaches me and introduces herself:Great! This is the lady I am supposed to meet, but why is sheasking why am I here?I respond that I am here for an interview, but one look at herface tells me that she is not expecting me! No! No! NO! NO! NOOOOOO!Relax and breathe! 16. I pull out the email sent to me from the recruitment agency and as Ido, my eyes fixate on the date A WEEK FROM TODAY! NOOOOOOOOOOOOOO!I was so excited about the interview and made sure I had fulfilled therequirements of the interview brief, yet here I was a week early:Relax breathe; relax breathe. BREATHE!; I wonder what my chances are of having the floor open up andswallow me whole, Right. About. Now!No hole appears, so I will myself to stay calm and positive. I apologiseto the lady for inconveniencing her and tell her:I dont know what to tell her, so I try to insert some humour.Well I guess I will have to look forward to meeting you again sametime, same place, but in a week from now. With that I walk out withas much dignity as I can muster after making such a blunder. As Iwalk to the car, I try to focus on the positives: I already know where to go and have met one of the panel membersI have an extra week to refine and improve my presentation.So, Ill try again next week and hopefully I can build on my previousattempt with a flawless interview and of course double checking that I have the right date this time. 17. o Start adopting practices that suit you.o Teaching is about knowing what toteach, how to teach it, who you teachand what their needs, wants andbehaviours are.o Student learning must be balancedwith teacher learning.o Actively improve pedagogy. 18. Pedagogy: the art, science or strategies ofteaching based on professional knowledgeand reflective practice 19. o Who? (teachers and students) o What? (subject matter)o How? (instructional methodso A) You are NOT alone: We all have bad dayso B) Dont give up!: The more we know aboutlearners and the learning process, the easier it isto guide and facilitate learning. 20. o A constructivist pedagogy is one which enhancesstudent learning through the engagement of their pre-existing knowledge.Studentso Construct new knowledgeo Identify what they already know ando Seek solutions to what they want to learnHigh Quality Teaching= Effective Pedagogy 21. Effective pedagogiesinvolve time spend critically reviewingpersonal and collective beliefs, practices,theories, ideas and outcomes.How well can you mergethe path between thesystem/school and thestudents? 22. Transformative teaching practices take time. Our workshould be of strong social value. When we see the effect onour students and their families then we will be able to facethe challenges of our profession.Constructivist teachers view learners aso Self regulatedo Active participantso Co-constructors of meaningA constructivist learning environment encourageso social networkingo Experiential opportunitieso Inquiry-based or problem based learning 23. Context Context CRAFTKNOWLEDGE APersonal ExperienceTeachersPersonal Practical(Components of Teacher Wisdom) Practical KnowledgeTheory Formal TeachingEducation CoursesContextContext 24. o Experiment with physical objects and natural phenomenon~play with water, sand, leaves; go on a nature/learning walk,construct dioramas about natural habitatso Make time for play everyday~ set up a dolls hairdressing salon; build cubby houses; role play being superheroes; construct a tower with blocks, play ball games, create a shop corner, incorporate board gamesMany share Vygotsky and Piagets belief that play provides anarena where children practice the skills they will need in laterlife. Play helps children experiment with new combinations ofobjects, identify cause-effect relationships and learn more aboutother peoples views and ideas (Mc Devitt & Ormrod (2004; pg171) 25. o Create Multisensory Learning Opportunities~ Cooking, sharing a meal with a common theme, dancing, creating a piece of art from nature, pin the tail on the donkeyLearning occurs as the child interacts with the environment using allof their senses (sight, smell, taste, touch, hearing) kinaesthetically (withan awareness of where the body is in space). (Machado & Botnarescue,2008; pg 104)o Peer/ Group Discussions~ Community circles; Tribes; Topic Soap Box;In the Spotlight; Show and Tell; End of task share time.Utilising student initiated or teacher directed conversations enablesstudents to voice their opinions, ideas and helps them gain anunderstanding and an appreciation for alternate perspectives, as theyask questions, solve problems, raise issues while validating eachpersons individuality and contribution to the classroom. 26. o Incorporate Multiple Intelligences or Learning Styles~ UsingGardners approach to Multiple Intelligences to createlearning activities that focus on each type of intelligence.These include: logical/mathematical; musical; spatial;linguistic; bodily-kinaesthetic; interpersonal; intrapersonal,naturalist (Churchill et al, 2011; pg 94)According to Machado & Botnarescue (2008), a childremembers~ 10% of what they read20% of what they hear30% of what they see50% of what they hear and see70% of what they say and write and90% of what they experience using a multipleintelligence approach to learning. 27. o Find ways of helping your students to see themselvesas capable and belonging to the group~ Star/VIP ofthe day/week; positive reinforcement; verbal praise;offer viable choices; utilise cooperative learningstrategies; assign roles of responsibility.o Create a secure, rather than a coercive classroomenvironment where children can cooperate, developreciprocal respect, exercise their curiosity andconfidently figure things out on their own 28. o Share the students pleasure, frustration and disappointment~ help themarticulate what they are feeling and why; discuss one-to-one or if thesituation allows it, have a group discussion about the issue where thechildren find solutions; provide avenues of reflection such as drawing,journaling or role plays.o Incorporate thematic units of investigation~ create a multiple intelligencesgrid of activities for the children to choose from, let the themes be driven bystudent interest, develop an topic table where children can bring relevantitems from home to discuss and displayo Have high expectations for all students~ engage in affirming, non verbal behaviours (smile, lean in when they are talking, make eye contact); treat them as though they are as enthusiastic about learning/the topic as you, provide various ways of immersing in a subject.Teacher decisions are based on assumptions of child potential and have atangible effect on student achievement. Children tend to internalise the beliefsteachers have about their ability and will generally rise or fall to that level ofexpectation (Machado & Botnarescue, 2008; pg 140) 29. o Create problem-based or open-ended tasks that encourage students to take anactive role in building understanding and making meaning~ use childreninspired questions to provide investigation into teachable moments e.g. ifsomeone walks in with a broken bone, use that opportunity to teach aboutbones, formulate questions, address complex issues (how do bones get broken?)and resolve problems (what can we do in the playground to avoid breakingsomeones bone?). (Marsh, 2010; pg 211)o Create assessment tasks that are authentic and real~ the end point needs tobe something that is tangible, something that has transferable skills for life recall information and what it means to them, a product of investigationsuch as a poster, power point presentation, video, creative designo Allow time for reflection (of self, of learning, of topic/unit)~ journal writing;lesson share time; peer review/assessment; self assessment.This is when most students are able to make direct links between their priorlearning and new information and meaning. Without reflection time, eachtask becomes nothing more than an interesting exercise where students mayor may not learn something. Remember the key to constructivist learning isthat students just dont absorb knowledge they need to interact with it. 30. Cowley and Underwood (as cited in Machado & Botnarescue,2008; pg 102) suggest seven strategies which help childrenlearn in a constructivist classroom:o Review and repeat past experiences to strengthencognitive associations ( or schema)o Relate activities and situations to real life experienceso Provide opportunities for practicing skillso Help Children articulate their ideas and discoverieso Verbally mirror statement of learning and emotionso Make links between present task and prior learningo Build positive relationships with every student 31. o What will you do to ensure that students feel accepted by you, bytheir peers?o What will you do to allow students to reflect on and articulate theirfeelings and ideas about learning?o How will you establish expectations and a sense of predictability inyour classroom and your students?o What strategies will you implement to create a learningenvironment that is comfortable, orderly, safe and secure?o How will individual learning and equal contribution be celebratedin your classroom?o What will you do to ensure that each student has some control overtheir own learning construction?(Churchill et al, 2011; pg 162) 32. o Traditional educational discoursesposition the student as inferior.o Teachers must deliberately choose tocultivate an environment that doesotherwise. 33. o Classroom Management~ a differentiated curriculum means thatoften lots of different groups are happening simultaneously.o Teachers can feel daunted or overwhelmed.o Remember! Misbehaviour is not insubordination, it is an outlet ofneed.o 6 rso Routineso Ritualso Rightso Responsibilitieso Ruleso Results (Consequence of choice)o (Churchill et al, 2008; pg 80 & 166) 34. o Self Efficacy~ how a student or teacher views their capacity toperform a task.o Self Efficacy is informed by a persons confidence, motivation andself knowledge.o The higher the level of self efficacy, the greater the perseverance toa task. (Garvis & Pendergast, 2011)o Teacher self efficacy is formed in the early years of teaching.o Can lead to anxiety, learned helplessness and even failure.o Ensure intrinsic and extrinsic motivation is appliedo Break things down into smaller, achievable taskso Reward on completion 35. o Teaching Styles vs Student Learning Styleso Can be diametrically opposed (Marsh, 2010; pg 196).o Teachers teach the way they learn.o Linked to teacher self efficacy.o Embrace a variety of instructional methods. 36. Pyramid of InstructionalChoice Direct Instruction(Not in any particular order) DiscussionProblem-based LearningIndependent Study Inquiry Learning Learning Centres Lectures/Presentation Cooperative Learning Oral ReportsPractice Skills ProjectsQuestionsBrain StormingSmall Group WorkRole Plays Constructive Learning Online Teaching Demonstrations 37. o Pedagogy vs Andragogy~ Andragogy is the process of movingfrom a state of dependence towards independence and selfdirectednesso Teacher may be unaware that a student has moved past their Zoneof Proximal Development.o Teachers need to ensure observations and assessments areperformed regularly.o If intervention or the rise of challenge is not timely, studentdisinterest and boredom can set in.o Impact on classroom management. 38. Constructivism is an approach to teaching that recognises thateverything a person learns is mediated by their priorexperiences and understanding. One of the most debated andinfluential theories in education of our time, it positions thestudent as a constructor of their own knowledge rather thansimply absorbing what they are taught.Pre-service education courses provide socialisation andinduction into the profession and as such, it plays a importantrole in the construct of teacher identity, self-efficacy, andongoing learning. It is during your teaching course where youwill learn the value of critical reflection and strategies to helpnavigate the school-teacher-student dichotomy.Theories oflearning and theories of pedagogy do not always fircomfortably with one another, therefore beginning teachersmust think about teaching and learning within theenvironment in which they find themselves. 39. The constructivist approach is distinguished by the cognitive action that takesplace as children create meaning from experiences and new knowledge fromactivities. A safe, secure and supportive classroom allows children toworkcooperatively, develop respect and understanding for others, exercise theircuriosity and gain confidence by solving problems on their own.By providing a wide variety of materials, creating activities, assessingprocesses and alternating instruction choice, teachers help facilitate learningby proposing ideas rather than imposing them. Key program features includeactivation of prior knowledge, investigations, collaboration, games, humour,narrative episodes, task mastery and independent thinking.While constructivism focuses on maximising understanding, it is also a mode ofinstruction which is not without its limitations. However, these can beovercome with perseverance, resilience and creativity. Once overcome, theconstructivist teacher can continue to:Ensure learners can construct own meaningEmphasise active learningEngage learners in authentic tasksEncourage social interaction and discussionEmbrace scaffolded learning opportunitiesEntertain inner speech as thinking process andExplore relationships with others.