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EmilyMissenS428355220/06/2016
AssessmentOne AEG5109:ApproachestoTeachingandLearningTeachingPhilosophyandClassroomManagementPlanAspartoftheunitApproachestoTeachingandLearning,wehavespentmuchofthefirstsemesterexploringdifferingeducationalapproachesandtheresultsoftheirpracticalapplicationinschools.BasedontheobservationsthatIhaveseensofarinmyowneducation,asastudentteacher,implementedasateachingprofessionalorlearnedaboutaspartoftheMasterscourse,Iwillendeavourtoexploreanddeconstructvariouslearningtheoriesandapproachestoteachinginthedevelopmentofmypersonalteachingphilosophy.Secondly,Iwillendeavourtoapplythisfledglingoverviewtoaclassroommanagementplan.Withaone-monthblockofteachingroundscomingup,Imsurethisframeworkwillcontinuetoevolveandgrowonaccountoftheexperience.Inthefulfilmentoftheresearchparameters,Iaimtoreviewarangeofliteraturethatwillassistininformingfuturepracticeintheclassroom.Iwillthenfollowontolistsomeofmyresponsibilitiesasateacher,aswellashighlightingsomeresourcesthatwillbehelpfulinthedevelopmentofmyphilosophicalandpracticalcapabilitiesaspartofthisfutureprofession.Towrapup,Iwillpresentaplannedactivitythatcouldpotentiallyincorporatesomeoftheseapproaches,withafuturevisiontoadjustandofapplywhilstundertakingprofessionalpracticeatmyplacementschool.
PartOne:StatementofEducationalPhilosophy:Withthebenefitofafewyearsworkingwithyoungpeopleinanotforprofitcontextassocialworker,outdoorfacilitatorandteachingassistantoverthecourseofthepast5years,Ihavehadtheprivilegeofinteractingwithyoungpeopleoutsideofschool-basedsettings.Itisdebateableastowhethertheypresentmoreorlessasthemselvesinsuchcontexts,howeverIhavebeenluckytobearwitnesstoinformaleducationalapproachesthatbringyoungpeopleoutoftheirshellandallowthemtoengageinfulfillingandengagedliveswithinthecontextofsuchexternaleducation.HavingjustcompletedamonthsteachingroundsataschoolinMelbournesinnerWest,IwasluckyinthatIwasgivenalotoffreedom(aswellasresponsibility)bymymentorteacherwiththeearlyannouncementthatIwouldbeteachingtheentiretyoftheclassesforthemonth.Howeverchallenging,Icertainlywastednotime
EmilyMissenS428355220/06/2016
infindingoutexactlywhatworked(ordidnt)formyselfandformystudentsintheestablishmentofaclassroomcharter,orlayingthefoundationsforwhatishopedtorepresentmyeventualphilosophy.ItwasduringthistimethatIwasabletoatleastbeginapplyingsomeoftheselong-standing(butasofyetuntested)valuesandprinciples.AsIplayedrelativelysafeinadheringtocurricularneedsformyfirstboutofrounds,IwouldliketobeabletotakeitupanotchinSeptember;thestudentsarefartoousedtoROTElearningandcouldbenefitfromthingsbeingshakenupalittleinclass.Havingbecomefamiliarwithtime,spaceandtimetablingconstraintsthatfaceteacherseveryday,Inowunderstandhowdifficultitcanbetoprovideanintegratedcurriculuminageneralistclassroom.Despitesuchchallenges,Iwouldliketoatleastattemptcontinueincorporatingsomeinterdisciplinaryelementsintotheirlearning,aswellassometheoriesandphilosophiesoutlinedinthefollowingdiscussion.AsaPre-ServiceTeacherinthefirstyearandsemesterofaMasterscourse,itcanbedifficulttoformulateonesteachingphilosophywhenonehasnotyethadtheopportunitytoadequatelyexplore,accessandandapplythefullextentofinformationandresourcesavailableatourdisposal.Thistakestimetofullydevelop,andImsureissomethingthatisconstantlyevolvingwiththeadventofnewteachingexperiences,professionaldevelopmentandopportunitiesforfurthergrowth.Thereisnostand-aloneexampleofonetheorythatrepresentsmyoverarchingphilosophy,thusthefollowingdescriptionbrieflysummarisesrangeofapproachesandtheoriesthatIhavehavesensedanaffinitywithatthisearlypointofmyfuturecareer.
1) Humanism:Humanismplacesthechildatcentreoflearning;supportingthefacilitationofindividualgrowthandthepromotionofselfdiscovery.Thetheoryaimstoinstillinthelearnerthedesiretoexploreandworktowardsabetterworld.Childrenandyoungpeopleareconsideredasinherentlycurious,thuslearningactivitiesshouldbeapproachedfromanallencompassing,holisticperspective.Emphasisisplaceduponestablishingasafelearningenvironmentthatacknowledgesthewholeperson,connectingthelearningtothestudentsdailylivesandculturalunderstanding(Rogers,1951).Throughthisphilosophy:1) Knowledgeisconsideredasuniversallyregarded2) Studentsparticipateinalldecisionsthataffecttheirlives3) Knowledgeofrightsismadeknown4) Equalencouragementgiventoallstudents
EmilyMissenS428355220/06/2016
i) IntegratedCurriculum:
AccordingtoPigdonandWoolley(1992),integratedapproachesallowlearnerstoexplore,gather,process,refineandpresentinformationabouttopicstheywanttoinvestigatewithouttheconstraintsimposedbytraditionalsubjectbarriers.Integratedlearningworksbylinkingorcombiningthecontentandstructureofvarioussubjectsordisciplines,withoutsacrificingtheintegralcomponentsofsubjectsordisciplines.SeveralAreasofknowledgearebroughttogetheraroundathemeorinvestigationofinterest;thusprovidingacontextforlearningandconnectingstudentswitheachotherandtheircommunity.(https://vucollaborate.vu.edu.au/d2l/le/content/49121/viewContent/762061/View)AdditionalResources:Drake,S.M.,&Reid,J.(2010).Integratedcurriculum:Increasingrelevancewhilemaintainingaccountability.Whatworks,28,1-4.
ii) 8AboriginalWaysofLearning:
http://8ways.wikispaces.com/
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2) Cognitive:
i) MultipleIntelligences(Gardner,1999)
https://gradeslam.org/blog/multiple-intelligence-theory-is-it-real
Thistheorystatesthathumanintelligencecannotbesolelytermedasasinglegeneralability,butmoresoasmultimodalandmultifaceted.
ii) VARK:(Fleming,1987)
http://p138559.blogspot.com.au/2014/02/basic-learning-styles-vark-method.html
StudentsuseVARKinordertobecomeawareofthestrengthsintheirlearningstylesandapplythem
accordingly.Mostpeoplearemultimodalandusearangeofstyles.
EmilyMissenS428355220/06/2016
iii)BloomsRevisedTaxonomy(AndersonandKrathwohl,2001)
Ina2001revisionofBloomsoriginal1950smodel, Creativitybecamehighestorderthinkinglevel Nounswerechangedtoverbs:topromotemoreactivethinkingskills Sixthinkingcategoriesandfourknowledgecategoriesplacedalongsideeachother Thecategoriesbecamelessrestrictive:thinkingskillsshouldoverlapandsynthesise
3) SocialCognitive:Studentsareconsideredtobethecreatorsofknowledgeratherthanitreceivingpassively.Thisknowledgeisformedonthebasisofpriorexperience,aswellaspersonallevelsofphysical,emotionalandcognitivedevelopment.
i) CooperativeLearning:(informal)
CooperativeLearningisusedinexploringasmallconceptorissue Itisausefultoolforachievinggroupunderstandingandthesharingofideas Groupsareprovidedwithaconcept;theythenjointogetherandeachpersonsharestheir
individualunderstandingoftheconcept. Thegroupeventuallycomestoapointofgroupconsensusandmutualunderstanding,whilst
ensuringtheytheyabletoexplaintheconceptindividuallyandcandosoforothers(Johnson,Johnson,&Holubec,1994).
http://joannmajor.org/toolkit/developingObjectives.html
EmilyMissenS428355220/06/2016
ii) Negotiatingthecurriculum:Studentsareinvolvedfromtheoutset,andareinvitedtoplayvitalapartinnegotiatingwhatwillmakeupthecurriculum.Itisatwo-wayprocessbetweenteachersandstudentsthatremainswithinthestructureoftheoverarchingcurriculum.Itispossible,however,tobuildacurriculumentirelythroughprocessesofnegotiation.Itisimportanttoemphasisethesharingofpoweranddecisionmakingequallybetweenteachersandstudents.(Boomer,2005)Thenegotiationfollowsaprocessofworkingthroughfourkeyquestions:
Whatdowealreadyknow? Whatdoweneed/wanttofindout? Howwillwegoaboutfindingout? Howwillweknowandthatwehavegottenthere?
4) Constructivism
Constructivismcombinesmultiplelearningtheories.Supportersofthistheorybelieveknowledgecannotbecreatedindependentlyofmeaning(asitiscreatedbytheindividual);thecreationofwhichishighlydependentintheirpastexperienceandknowledgestructures.Constructivistlearningismosteffectivewhenlearnerscanrelatewhattheyarelearningtotheirownpreviousexperience;thuscreatinganimbalanceintheircognitivestructures.Suchdisequilibriumpusheslearnerstoreviewtheexperienceinrelationtocurrentknowledgeandthereforecreatenewunderstanding.Adaptedfrom:https://vucollaborate.vu.edu.au/d2l/le/content/44923/viewContent/807950/View
i) SpiralsOfThinkingTheinquiryintocurriculumshouldbeaspiralinwhichideasareintroducedinasimplecontextinwhichthelearnerreturnstotheideasagainandagain,eachtimewithmorecomplexityanddetail.Brunerstatedtheimportanceoftheorganizationofmaterial,theorizingthatevenyoungchildrencouldunderstandcomplexideasiftheywerepresentedinrelevantways.Iftheintroductionofnewmaterialwassupportedandscaffoldedtobecomepartofchildren'scurrentexperiencesandunderstanding,theycancontinuetobuildonthiscomprehension(Bruner,1960).AdditionalResource:BrunermakesthecaseforaSpiralCurriculum.http://infed.org/mobi/jerome-bruner-and-the-process-of-education/
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ii) ExperientialLearning:ExperientialLearningisaprocessbywhichbypeople,individuallyandinassociationwithothers,engageindirectencounterandthenpurposefullyreflectupon,validate,transform,givepersonalmeaningandseektointegratetheirdifferentwaysofknowing.Experientiallearningthereforeenablesthediscoveryofpossibilitiesthatmaynotbeevidentfromthedirectexperiencesalone(Weil,S.W.,&McGill,I.,1989).Keyfactors:
Voluntaryengagementbyparticipant Relevant,meaningfulandsafesocialcontext/environment Interdependentrelationshipsbetweenallparticipants Timeforreflectionandprocessingofthelearningexperiences Opportunitytotestnewbehavioursand/orperceptions
iii) Inquiry-basedlearningAspartofthisprocess,studentstypicallyengageininvestigatingreal-worldquestionsoftheirownchoosing,usuallybeingatopicthatisofimportancetothem.Theteacherassiststhestudentsinvestigationbyactingasguide;steppingintofacilitatedirectionandmindfulenquiringasneeded.IBLcanalsoreversethetraditionalorderoflearning;wherelearningneedsareestablished,appliedandsubsequentlyreviewedthroughapp