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EDP3333 - Assignment Two Katherine Reed 01006124
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Katherine Reed
EDP3333: Pedagogy and Curriculum
301006124
Katherine Reed
EDP3333: Pedagogy and Curriculum
301006124My Personal Pedagogical Framework
My personal pedagogical framework
My personal pedagogical framework
Safe, supportive learning environment
Enable lifelong learning skills
Teacher, facilitator and role model
Communication
Diversity
Respectful, enthusiastic and fair
Reflection to improve practice
Carl Rogers focus on the whole childMaslow’s ‘Hierarchy of needs’ Safety, belongingness & self-esteemPeer, paired & whole class learningResilience & negotiation skillsClear expectations & consequencesCommunication with families through class newsletterSupport from senior roles in school
Safe Supportive Learning EnvironmentsHumanism
Safe Supportive Learning EnvironmentsHumanism
Safe Supportive Learning
Environments
Safe Supportive Learning
Environments
Humanistic approach to be supported by other contemporary learning theories
Behaviourist approach - direct teaching required to fulfill
curriculum requirements and provide structure to classroom routine
Outside personnel may be required that does not align with humanistic approach
Recognition of difference Constructivism, Behaviourism
Recognition of difference Constructivism, Behaviourism
Learner centred experiences
Inclusivity through cooperative, collaborative & peer-assisted learning
Facilitator & reflective practice (role model)
Behaviourist approach to enforce classroom rules
Cross-curricular opportunities
Ignoring difference will not engage every student
Promote positive experiences to promote students acceptance, acknowledgment and valuing difference
PiagetBiological maturation & experiencesKLA & Cross-curricular opportunitiesRange of resources to make content accessible - visual, graphic organiser, data charts, reportsAssigned QuestionsBrainstorming
Recognition of differenceCognitivismRecognition of differenceCognitivism
High ExpectationsBehaviourism
High ExpectationsBehaviourism
Skinner’s theory
Classroom rules, procedures & expectations
Personal learning goals
Communication
Provide feedback
Visual reminders
External reward system
Implications of behaviourist approach
External rewards or continual praise can lose appeal to students
Motivation may drop
May stifle student creativity
Student Centred planningConstructivism & CognitivismStudent Centred planningConstructivism & Cognitivism
›‘New Learning’ approach diminishes one-size-fits-all approach to learning
›Cater for students – skills, abilities, preferred learning style, prior knowledge & experiences
›Intrinsic motivation to reach their goals
›Differentiation - Tomlinson
›Gardner’s Multiple Intelligences
›Higher order thinking
›Guided inquiry and investigations
Student Centred PlanningImplications for Constructivist & Cognitivist approach
Student Centred PlanningImplications for Constructivist & Cognitivist approach
•Time consuming
•Range of resources required across KLA’s
•Student’s prior knowledge required
•Access previous tests, assessments, reports and communication through One School and prior teachers
•Differentiation – good understanding of curriculum
Critical & creative thinking in real world experiences Cognitivism
Critical & creative thinking in real world experiences Cognitivism
Bloom’s Taxonomy
Higher order thinking skills
Real world experiences engage all students – including minority
Connectivism
Problem solving
Experiments
WALT, WILF, TIB
Gardner’s Multiple Intelligences
Ashman, A., & Elkins, J. (2009). Education for inclusion and diversity (3rd ed.). Frenchs Forest, NSW: Pearson Education AustraliaAtherton, J .S. (2013) Learning and Teaching; Piaget's developmental theory . Retrieved from http://www.learningandteaching.info/learning/piaget.htmlAustralian Curriculum, Assessment and Reporting Authority (ACARA), (n.d). General capabilities in the Australia Curriculum. Retrieved from http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/OverviewBloom, B. (1984). Taxonomy of Educational Objectives. Boston: Allyn and BaconBrady, L., & Kennedy, K. (2010). Curriculum Construction (4th ed.). Frenchs Forest, NSW: Pearson Education AustraliaEDP3333: Pedagogy and Curriculum 3, (2013). Module 2: Teaching roles and learning. Toowoomba: University of Southern Queensland.EDP3333: Pedagogy and Curriculum 3, (2013). Module 4: Contemporary Learning Theory. Toowoomba: University of Southern Queensland.EDP3333: Pedagogy and Curriculum 3, (2013). Module 5: Frameworks and Teaching approaches. Toowoomba: University of Southern Queensland.Hughes, D., & McIntyre, J. (2013). Theories of learning [Lecture]. Toowoomba: University of Southern QueenslandKrause, K., Bochner, S., & Duchesne, S. (2009). Educational Psychology for learning and teaching. Sydney, NSW: Cengage Learning AustraliaMaslow, A. (1968). Towards a psychology of being (2nd ed.). New York: Van Nostrand ReinholdMcInerney, D., & McInerney, V. (2009). Educational Psychology: constructing learning (5th ed.). Frenchs Forest, NSW: Pearson Education AustraliaTheall, M. (2004). IDEA Center Notes: Related course material to real life situations. Retrieved from http://www.theideacenter.org/sites/default/files/Item11Formatted.pdfTomlinson, C., & McTighe, I. (2006) Integrating differentiated instruction and understanding by design: Connecting content and kids. Retrieved from http://site.ebrary.com.ezproxy.usq.edu.au/lib/unisouthernqld/docDetail.action?docID=10110318
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