Effective Teaching, Learning and Assessment

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Effective Teaching, Learning and Assessment by Mind Map: Effective Teaching, Learning and Assessment

1. Classroom Management

1.1. Environment

1.1.1. Physical safety Classroom layout Collaborative Traditional Resources Ownership Encourage student involvement in est of rules and routines Lighting and space

1.1.2. Emotional safety Belonging Self-esteem Self-actualisation

1.1.3. Hebbs and Maslow Maslow's Heirarchy of Needs Hebb's synaptic plasticity for memory and learning

1.2. Behaviours

1.2.1. Greater prevention = less respsonse Responses to misbehaviour Bump Theory - Bennett and Smilanich Prevention of misbehaviour Build relationships with your students Provide engaging content Manage transitions Be aware of the Pygmalion Effect

2. Assessment

2.1. Quality Assurance Process

2.1.1. Principles Valid Accurate assessment of student ability measures what it is meant to Reliable Enables consistent judgement Fair equal opportunity to demonstrate achievement and abilities Explicit Criteria and judgment are clear and public Feasible can the students acheieve make sure you don't set students up to fail Educative Contribute to learning Alignment Curricular Instructional Philosophical Purpose Feedback Diagnosing Monitoring and evaluation Public accountability International comparison

2.1.2. Types Objective Unbiased Quizzes, T/F, Yes/No, Multiple Choice, completion Relatively easy to design and administer but assesses only lower order thinking Subjective Multiple correct answers Use rubrics or marking guides to be consistent and limit bias (unintentional or not) Essays, short answer Free response, constructed response Students produce what they know Assess higher order thinking but time is an important factor Informal Spontaneous Teacher observation Occur during instruction Formal Planned in advance End of instruction Students aware and can prepare Formative Assessment for learning Gathered to improve learning Summative Assessment of learning Makes judgement about student achievement or program effectiveness Norm-referenced Large quantities of data Standardised tests Bell curve Criterion-referenced Assessment against a pre-determined set of criteria Examples Performance Doing, hands on, active Must have scoring criteria Process and product Group or indiviudal Authentic

2.1.3. Used by Policy makers Administrators and school planners Teachers Use for practice and planning Students and parents

3. Teaching Strategies

3.1. Explicit teaching

3.1.1. Benefits Process driven learning Science and maths Developing fine motor skills Computer based learning Effective for students with learning difficulties Direct information that needs to be retained Drill and repetition Can be used in inquiry based models

3.1.2. Interactive questioning Bloom's Taxonomy - use in question stems Remembering Understanding Applying Analysing Evaluating Creating

3.1.3. Characteristics Gives students opportunity to practice Allows curriculum and content to be chunked in small steps Objectives are clearly stated to students Sequential lessons Allows new learning to connect to existing Feedback provided after each practice Uses modelling, demonstrations, pictures, maps, diagrams, videos, samples

3.2. Cooperative

3.2.1. Approaches Structural theory Kagan and Slavin Social theory Johnson - Five Basic Elements Cohen - Complex Instruction Schmuck - Group Processes Safe classroom Gibbs (Tribes) Inclusion Influence Community

3.2.2. Benefits Cohesion and belonging Increases higher order thinking and retention Positive relationships Increases self-esteem Increases psychological health Increases motivation to learn Increases social competency and social support Informal or formal depending on purpose

3.2.3. Examples Three step interview Numbered heads together Think Pair Share Find the Fib Rally robin Roving reporter Pairs Check Round robin Inside outside circles Jigsaw Team games tournament

3.2.4. KEY: Best to have 4 in a group

3.3. Visual

3.3.1. Graphic Organisers - David Ausabel, Murzano et al, Bennett Mind Maps Basic ordering of ideas (BOI) Central idea in middle Radiate outwards Use colour and images Use only most important categories Recall, understand, analysis, inductive, heirarchical Concept Maps Novak, Biological sciences basis Assimilation theory, new knowledge, existing ideas Hierarchical, start at top of page Lines and arrows to join concepts Uses linking words Analysis, evaluation, inductive Fishbones Dr Ishikawa Cause and effect Start with main idea at 'head' Subcategories as 'bones' with detail under each Linear and logical Analysis and inductive Venn diagrams Based on boolean logic shows relationships and classification Circles either overlapping or no overlap Analytic and inductive

3.3.2. Benefits Assess level of thinking Assess type of thinking Good for visual learners Alternative assessment tool Can use ICT or pen and paper

4. Where to from here?

4.1. Prac placements

4.2. Professional development

4.3. Further research

4.4. Extend and refine mind map

4.5. Remember critical elements and practice practice practice!