Pedagogical Framework

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EDP3333 - Assignment Two Katherine Reed 01006124

Text of Pedagogical Framework

  • 1. atherine Reed K rriculum 3 agogy and Cu DP3333: Ped E 01006124 Framework l Pedagogical My Persona
  • 2. My personal My personal pedagogical pedagogical framework framework afe, supportive learning environment nable lifelong learning skills eacher, facilitator and role model ommunication iversity espectful, enthusiastic and
  • 3. Safe Supportive Learning Environments Humanism Carl Rogers focus on the whole child Maslows Hierarchy of needs Safety, belongingness & self-esteem Peer, paired & whole class learning Resilience & negotiation skills Clear expectations & consequences Communication with families through class newsletter Support from senior roles in school
  • 4. umanistic approach to be supported by other contemporary learning theories ehaviourist approach - direct teaching required to fulfill urriculum requirements and provide structure to classroom routine utside personnel may be required that does not align with humanistic approach Safe Supportive Safe Supportive Learning Learning Environments Environments
  • 5. Recognition of difference Recognition of difference Constructivism, Constructivism, Behaviourism Behaviourism earner centred experiences nclusivity through cooperative, collaborative & peer-assisted learning acilitator & reflective practice (role model) ehaviourist approach to enforce classroom rules ross-curricular opportunities gnoring difference will not engage every student
  • 6. Recognition of difference Cognitivism Promote positive experiences to promote students acceptance, acknowledgment and valuing difference Piaget Biological maturation & experiences KLA & Cross-curricular opportunities Range of resources to make content accessible - visual, graphic organiser, data charts, reports Assigned Questions Brainstorming
  • 7. kinners theory lassroom rules, procedures & expectations High Expectations High Expectations Behaviourism Behaviourism ersonal learning goals ommunication rovide feedback mplications of behaviourist approach isual reminders xternal rewards or continualxternal reward system to praise can lose appeal students otivation may drop
  • 8. Student Centred planning Student Centred planning Constructivism & Cognitivism Constructivism & Cognitivism New Learning approach diminishes one-size-fitsall approach to learning ater for students skills, abilities, preferred learning style, prior knowledge & experiences ntrinsic motivation to reach their goals ifferentiation - Tomlinson ardners Multiple Intelligences
  • 9. Student Centred Planning Student Centred Planning Implications for Implications for Constructivist & Constructivist & Cognitivist approach Cognitivist approach ime consuming ange of resources required across KLAs tudents prior knowledge required ccess previous tests, assessments, reports and communication through One School and prior teachers
  • 10. Critical & creative Critical & creative thinking in real world thinking in real world experiences experiences Cognitivism Cognitivism looms Taxonomy igher order thinking skills eal world experiences engage all students including minority onnectivism roblem solving
  • 11. References 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.html Australian Curriculum, Assessment and Reporting Authority (ACARA), (n.d). General capabilities in the Australia Curriculum. Retrieved from http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Overview Bloom, B. (1984). Taxonomy of Educational Objectives. Boston: Allyn and Bacon Brady, L., & Kennedy, K. (2010). Curriculum Construction (4th ed.). Frenchs Forest, NSW: Pearson Education Australia EDP3333: 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 Queensland Krause, K., Bochner, S., & Duchesne, S. (2009). Educational Psychology for learning and teaching. Sydney, NSW: Cengage Learning Australia Maslow, A. (1968). Towards a psychology of being (2nd ed.). New York: Van Nostrand Reinhold McInerney, D., & McInerney, V. (2009). Educational Psychology: constructing learning (5th ed.). Frenchs Forest, NSW: Pearson Education Australia Theall, M. (2004). IDEA Center Notes: Related course material to real life situations. Retrieved from http://www.theideacenter.org/sites/default/files/Item11Formatted.pdf Tomlinson, 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