Mentor teachers

Provide authentic context

Provide authentic tasks & activities
Modelling processes
PD lectures & workshops
Provide multiple roles & perspectives
Authentic Learning
Collaborate knowledge
Reflect on activities Professional Development Research
Coaching & Scaffolding
Authentic assessment
Technology knowledge Further studies
Overlapping knowledge to teach effectively Content knowledge TPACK
Pedagogical knowledge ICT teaching & assessment strategies
Practice

eg. typing rather than writing Substitution High expectations & opportunities for autonomy & exploration

Highlight strengths & support weakness

Functional Improvement, improves efficiency Augmentation

Think differently & Perform new tasks - Dr Ruben Puentedura SAMR Use student names & inclusion activities Personal interests
Maslow's Hierarchy of Needs

Task redesign Modification Treat with respect & establish clear rules/boundaries

Has student eaten

eg.creating digital storytelling project Creating new tasks that were previously inconceivable Redefinition
Regular breaks
Physical needs of students
Comfort

Working environment

Movement

Strategies for creating emotionally safe and inclusive

learning environments

Room Lighting, Temperature & Space

Venn diagrams Layout

Fishbone Diagrams

Levels of Thinking
Graphic Organisers
Organise Thoughts
Visual teaching strategies
Mind Maps

Concept Maps

Pygmalion Research: Rosenthal & Jacobson (1968)

Effect

Sense of identity
Cooperative groups
Positive Cohesion

Self worth
Align with standards Prevention Bennet & Smilanich, 1994)
Risk Comfort with challenge
Align with instructional objectives
Task Design Asking questions
Align with what has been taught
Allow specific behaviours to be observed Examine similarities
Inclusiveness
Consider differences
Performance & authentic assessment strategies

demonstrates behaviour Performance

Classroom Management Strategies Frequency
Meyer, 1992 Severity
demonstrates behaviour/skill Action & Response Relationship
Authentic
Real life context Past Behaviours
Tribes
belonging Support

set goals Safe classroom approach

manage conflict Response
Structured
understand divesity
Process approach Look / Glance / Stare
Bennet & Smilanich, 1994)
Theory of Bumps Proximity

Environment Student's name

Clear purpose Pause

Visual focus for topic Low Key Cough

Participation
Explain how discussion works Deal with problem

Model social skills Signal

Talking stick or similar Discussion Politeness

Individual accountability
Face to Face interaction
Collaborative skills
Processing group work
Positive interdependence
Ignore
Bumps
Squaring off
Encourages cohesion Choice & Implied choice
Cooperative teaching strategies
Needs constant monitoring Strategies for Effective Learning & Defusing the power struggle
Content Teaching The informal agreement
Context The Formal contract
Consider Formal / Informal groups
Students
Confidence
Most effective Mixed ability heterogenous groups
Think Pair Share
Immediate
As soon as possible
While still engaged with topic
Partner interview
Link to learning goals
Brookhart, 2008 Focus awareness of knowledge
Feedback
Johnson & Johnson highlight achievement
Positive
suggestions how to improve

Formative adjusts ongoing practice

Evaluate student learning

Multiple choice Summative
Objective assessment - one correct or best answer End of unit
True/False
Assessment
Objective & Subjective assessment strategies
Students answers - free response Consider prior learning
Assessment Strategies: Quality Principles, feedback and
Short Answer Subjective assessment - judgement of the scorer moderation Represent student's knowledge
Essay Objectives
QCAA, 2015 Demonstrate qualities matching curriculum
Understand purpose
Clear instructions
Understand requirements
Valid, Authentic, Reliable

Integral Natural & integrated

Educative Contribute to learning

Fair Consider diversity of students

Quality Principles SCSA
Direct instruction Designed to meet purpose
Bloom's Taxonomy
Informative reporting

School-wide evaluative process

Framing Questions

Inspiration' Cline, 2018

Purpose
Varying difficulty Bennet & Rolheister, 2001

Lead thinking
Scaffold Focus Types of questions
Extend knowledge Didactic teaching strategies
PowerPoint

Mini Lectures
Buzz groups
Brookfield, 2015
Introduce objectives

Modelling & demonstration

Cognitive instructional strategies

Mental processing Drill and repetition
symbolic mental constructions