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EPL 3 – Planning for meaningful learning

EPL 3 – Planning for meaningful learning. Make a List of 5,4,3,2,1. 5 – ways to engage students 4 – games you can play with students , 3 – stories or books that are great 2 – songs and two artworks you could use 1 – way to engage students in playful exploration.

jaden-boone
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EPL 3 – Planning for meaningful learning

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  1. EPL 3 – Planning for meaningful learning

  2. Make a List of 5,4,3,2,1 5 – ways to engage students 4 – games you can play with students, 3 – stories or books that are great 2 – songs and two artworks you could use 1 – way to engage students in playful exploration

  3. How do we plan? Why do we plan? What do you consider? • Tell a story about “the best lesson ever” • Why do we plan and how do you plan? • Draw a diagram of how you go about planning

  4. Lesson plan reflection Working in pairs/small groups Person A presents their lesson/unit. Learning focus, key features, what it achieved and how Others listen, ask clarifying questions Ask reflective questions Person A responds with what they might do differently Use the template to help

  5. What would be in the world’s best lesson plan/unit plan? What are the basic components or sections?

  6. Components of lesson plans • 1. Anticipatory Set (focus) - A short activity or prompt that focuses the students' attention before the actual lesson begin and hooks them in. • 2. Purpose (objective) & expectations - The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result. • 3. Input and co-construction - The vocabulary, skills, and concepts shared with or built with students - the "stuff" the kids need to know in order to show their learning. • 4. Modelling (show) - The teacher shows in graphic form or demonstrates what the finished product looks like - a picture worth a thousand words. • 5. Guided Practice (follow me) - The teacher leads the students through the steps necessary to perform the skill using the a multi-modal approach - hear/see/do. • 6. Checking For Understanding - The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up? • 7. Independent Practice - The teacher releases students to practice on their own based on steps 3-6. • 8. Closure – Sharing, checking, questioning, collecting work. A review or wrap-up of the lesson - "Tell me/show me what you have learned today".

  7. Ineffective lesson plans • Learning focus is not clear or specific • Little effort to hook students in • Activities do not relate to the learning focus • Activities, language etc are not appropriate for the student group • Focus is on teacher talk and ‘delivery’, not on student engagement, interactions, contribution, practice, demonstration • No consideration of different students, groups or contingencies • Resources not specified or created • Learning and understanding are not checked • No summary, conclusion or sharing student work and understanding

  8. Your personal philosophy – professional statement & practice • Throughout this term you need to be reflecting on and developing your own philosophy towards education – what you actually believe and put into practice about learning and teaching, about curriculum planning and pedagogy. • It needs to be evidenced in what you do and your documentation. Find examples from your own experience and practice to back up your claims.

  9. Finding entry points that interest students, involve them and draw on their knowledge and experience Starting a unit with rich texts/resources that interest students, stimulate their imagination and involvement Draw on student knowledge, experience, interests – word walls, KWL chart, topic corner, What do I believe? What does it look like?

  10. I cater to different learners Examining student work and profiling information, talking to guidance officers, SEU, support staff, past teachers, parents about any information they have on the child. Talking to the child about their strengths and interests, working out a way to use these as a hook into learning. Adapting resources/assessment tasks in advance Locating/making specific resources appropriate for/catering to the interests of specific students. Working with support staff on curriculum related plan, creation of resources & strategies What do I believe? What does it look like?

  11. What does the research say – curriculum/pedagogy? • DoL? • PPs • Other?

  12. PEDAGOGY FRAMEWORKS

  13. Key features of Authentic Pedagogy Disciplined Inquiry • Deep Knowledge • Substantive Conversation Construction of Knowledge • Higher Order Thinking Value Beyond School • Connections to the world beyond the classroom (Two other aspects CORS used for analysis) • Engagement • Social Support

  14. Productive Pedagogies • The ‘Authentic Pedagogy’ framework was used as the basis for the work of the “Queensland Schools Reform Longitudinal Study” (1997- 2002) conducted by a team from the University of Queensland and University of Newcastle on behalf of Education Queensland.

  15. Knowledge Problematic,Knowledge Integration, Problem-based curriculum, Student control, Self-regulation Cultural Knowledges Explicit quality criteria Background knowledge Metalanguage Narrative Inclusivity Active Citizenship Group Identities For the QSLRS when collecting data about qualities of teaching, other elements were added (to those from ‘Authentic Pedagogy’) that drew on other curriculum and educational theories and models (Berlak and Berlak 1981, Bernstein, sociology of schooling/social education literature and critical literacy). These included:

  16. Aspects of note: • Supportive Classroom Environment (cluster) was the only area that consistently scored highly. Within clusters of factors, scoring varied: • In ‘Supportive Classroom Environment’ – Most students were self-regulated and engaged, but rarely had control over direction of lesson or were given explicit criteria • In ‘Intellectual Quality’, high order thinking and depth were occasionally part of the typical lesson, metalanguage, substantive conversations and problematic knowledge were rare • Most aspects of ‘Connectedness’ were rare • Many aspects of ‘Recognition of Difference’ were non-existent.

  17. NSW Dimensions of Pedagogy • Two of the researchers from the QSRLS were engaged by the NSW Department of Education and Training to develop a pedagogy framework for that state (Quality Teaching in NSW Public Schools 2003). The resulting “Dimensions of Pedagogy” framework bears a striking resemblance to “Productive Pedagogies” with ‘Recognition of Difference’ as a separate category removed and with some of these factors redistributed.

  18. DoL & other pedagogy frameworks • It appears that in this history of work on Pedagogy, that there was no knowledge of work related to “Dimensions of Learning”. • It is worthwhile to look at similarities and differences between these various frameworks and to see what are common messages about what is important and what works. • It has been suggested by some administrators and teachers in schools that “Dimensions of Learning” can provide teachers with actual strategies and tools to make “Productive Pedagogies” work. What do you think?

  19. Identify key messages • Look at the frameworks as summarised on the table. • What key principles about pedagogy can you draw from these?

  20. What constitutes meaningful learning? • What are you teaching? • Why are you teaching it? • Ask ‘why’ five times

  21. What kinds of documentation & why? School curriculum plan Year overview Term plan Literacy plan Unit plan Weekly plan Day plan Lesson plans Why so many different kinds of plans? Identify what needs to be considered at each level.

  22. DON’T FORGET ASSESSMENT! • What is being assessed? • How is it being assessed? • What ‘tools’ do you need to use? • How will you manage the data you collect? • How will the data be used to inform learning?

  23. Issues around planning – current dilemmas and pressures • Integrated/stand alone • Early childhood – negotiated/planned curriculum • Covering the ‘basics’ and preparing for NAPLAN/authentic assessment

  24. Plus and minus for a specific dilemma • + • -

  25. Connected learning Opportunities to create authentic learning and tasks A way of fitting everything in Surface level learning, Putting things together that don’t really fit, that are not authentic Some KLAs/strands, basic skills getting left out To integrate or not to integrate

  26. http://www.qsa.qld.edu.au/early/publications/curriculum_materials.html Booklet on Negotiated Curriculum • Negotiating curriculum with children is more than providing a variety of learning experiences stemming from children’s interests. A simplified inquiry-based approach to learning provides a framework for planned and spontaneous investigations.

  27. What is in a good lesson plan and reflection? • Give feedback to the three ‘students’

  28. Two weeks time • Dress Differently Day – Morning Tea, fashion parade and fund-raising for Autism and ASD • In groups, bring something to contribute or run – ‘seeing things differently’ – plans, lessons, activities

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