ED2135 Lecture Notes - Lecture 8: Australian Curriculum, Direct Instruction, Theory Of Multiple Intelligences
Introduction to Teaching Skills
Lecture Nine – Week Nine
Exam Revision
• Learning Outcomes
o Demonstrate an understanding of the (teacher) self-improvement cycle by engaging effectively in the
reflective practices of journaling and self-evaluation.
o Select and apply, to a primary context, a range of instructional strategies, resources and management
techniques.
o Explain the principles which are basic to assessing, measuring and evaluating student progress in the
various areas of development.
o Develop effective verbal and non-verbal communication and questioning skills; and,
o Outline actions for establishing positive relationships in the teaching-learning context.
• Exam
o Opportunity to integrate what you have learned:
▪ lectures,
▪ tutorials,
▪ readings, and
▪ presentations
o Purpose: Allow you to show exactly how much you know about the concepts and understandings developed
in this unit.
• Themes for the exam
• Effective Teachers → AITSL Standards
o Know their students
o Know the content and how to teach it
o Plan for and implement effective teaching and learning
Themes for the
Exam
Teaching &
Learning
Strategies
Lesson
Planning
Steps
Objectives
Assessment
Types
Use in the classroom
Instruction
al modes
Catering for
individual
differences
MI
Classroom
Manageme
nt
Characteristics and
strategies
Communicating
Effectively
Questioning
Taxonomical
approach
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2
o Create and maintain safe, supportive learning environments
o Assess, give feedback and report
o Engage in professional learning
o Engage professionally with colleagues, parents/carers and the community
• Reflective Practice
o An essential part of becoming an effective teacher
o Analyse the teaching and learning experiences
o Support you to make better, more informed decisions about your teaching.
o Focus on the experience and process – not just the result.
• Teaching and Learning Strategies
o Lectures
o Practice Drills
o Direct Questioning
o Direct Instruction
o Demonstrations
o Online Teaching
o Problem-based Learning
o Discussion
o Cooperative Learning
o Inquiry, Discovery Learning
o Role-Play/Simulation
o Project-base/ Problem-based
• Planning
o Start with the children’s needs
• Curriculum
o Australian Curriculum & Western Australian Curriculum
▪ Overview
▪ General Capabilities
▪ Cross-curriculum priorities
▪ Student diversity
o Learning Areas
▪ Rationale – aims – strands – sub strands – content descriptors – achievement standard
▪ SCASA – k-10 Outline – Judging Standards
• Lesson Plans
o Essential
Curriculum Documents
•Plan clear, observable and measurable objectives
•Ensure you know your students
Cater for diversity
•Plan your assessment strategies
•Design your lessons. Evidence of applying theoretical knowledge should be
evident here
Motivation
•Motivation
•Introduction
•Procedure
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Learning outcomes: demonstrate an understanding of the (teacher) self-improvement cycle by engaging effectively in the reflective practices of journaling and self-evaluation, select and apply, to a primary context, a range of instructional strategies, resources and management techniques. Explain the principles which are basic to assessing, measuring and evaluating student progress in the various areas of development. Develop effective verbal and non-verbal communication and questioning skills; and, Outline actions for establishing positive relationships in the teaching-learning context. Exam: opportunity to integrate what you have learned: lectures, tutorials, readings, and, presentations, purpose: allow you to show exactly how much you know about the concepts and understandings developed in this unit. Teaching and learning strategies: lectures, practice drills, direct questioning, direct instruction, demonstrations, online teaching, planning, start with the children"s needs, curriculum. Curriculum documents: problem-based learning, discussion, cooperative learning, role-play/simulation, project-base/ problem-based. Inquiry, discovery learning: plan clear, observable and measurable objectives, ensure you know your students.
