130315 instructional intelligence

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Handout for new SkillsTech Australia teachers at induction session 15th March 2013

Transcript of 130315 instructional intelligence

  • 1. SkillsTech Australia 15 TH M A RC H 2013 I N S TRU C T I O N A L I N T E L L I G E N C ESimon Brown simon.brown@tafe.qld.edu.au 0408 521 826

2. Instructional Intelligence 13/03/2013 1SkillsTech AustraliaTeacher Induction Program 15th March 2013Instructional IntelligenceSimon Brown9:00 10:1510:15 10:45 10:45 12:25 Pedagogy Morning tea Learning and Classroomassessment cycle Management Inclusive learning 2 The Godgy Brothers Pedagogy the science and art ofeducation Andragogy learning strategiesfocused on adults Heutagogy the study of self-determined learning 3 Maslows Hierarchy of Needs (organiser)Self-actualisationEsteem Social Heutagogy SafetyPhysiologicalAndragogy Pedagogy 1 3. Instructional Intelligence 13/03/2013 4 Sage on the Stage Vs. Guide on the Side 5 Pedagogy Leading the child Instructor develops conceptual knowledge manages the content of learning activitiesCognitive learning theory(Piaget, Bruner, Vygotsky) recognize, recall, analyze, reflect, apply, create,understand, and evaluate 6 Andragogy Leading the man Humanist learning theory (Maslow, Rogers, Glasser) Malcolm Knowles Six Assumptions: Need to Know Adults need to know the reason for learning something Foundation Experience (including error) provides the basis for learning activities Self-concept Adults need to be responsible for their decisions on education; involvement inthe planning and evaluation of their instruction Readiness Adults are most interested in learning subjects having immediate relevance totheir work and/or personal lives Orientation Adult learning is problem-centred rather than content-oriented Motivation Adults respond better to internal versus external motivators 2 4. Instructional Intelligence13/03/20137 Double loop learning8 Heutagogy Self-directed learning Constructivist learning theory (Dewey, Montessori, Kolb) learning how to learn double loop learning universal learning opportunities a non-linear process true learner self-direction9 Click and drag components to match the learning approachanalyze Concept attainment (strategy)apply createPedagogydouble-loop-learningreflectevaluate recallfoundationlearning-how-to-learn motivationAndragogy need-to-knownon-linear-process readiness self-concept recognizeHeutagogyorientationtrue-learner self-directionuniversal-learning-opportunitiesunderstand3 5. Instructional Intelligence13/03/2013 10Pedagogy Y-Chart (tactic)Looks like Feels likeSounds like awesome 11 Andragogy Y-Chart (tactic)Looks like Feels likeSounds like 12 Heutagogy Y-Chart (tactic)Looks like Feels likeSounds like4 6. Instructional Intelligence 13/03/201313Instructional Intelligence (Co-operative Learning) Tactics Concepts Skills StrategiesOrganisers14 Think Pair - Share (tactic) Question for reflection and discussion: In the context of students learning skills in your own trade area, is it better for them to Compete or to Co-operate? 1. Think about this question for about thirty seconds 2. Discuss your thoughts with your partner for about oneminute 3. If you are comfortable, share your partners views onthis matter with the group for no longer than oneminute15 The Johnsons 5 Basic Elements ofEffective Group Work (concept)Responsible Group identity Outside forcefor own learning GoalRole Resource IncentiveWilling toSequencesupportEnvironment othersSimulation Opportunities for reflectionSmall group seating Assessinggroup effort Social skills Communication skills Critical thinking skills 5 7. Instructional Intelligence13/03/2013 16 http://my.tafe.qld.gov.au Staff Induction 2013 17 http://my.tafe.qld.gov.au Staff Induction 2013 18 http://my.tafe.qld.gov.au Staff Induction 20136 8. Instructional Intelligence13/03/2013 19 http://my.tafe.qld.gov.au Staff Induction 2013 20 http://my.tafe.qld.gov.au Staff Induction 2013 21 Morning tea 10:15 10:457 9. Instructional Intelligence13/03/2013 22 Recording evidenceScenarioYou are a shopfitting teacher and one Enrolment selection form of your apprentice shopfitterstudents has completed EnrolmentCPCCJN3005A Cut and install glassevidence Academic transcriptduring his first week of Group 6training at Acacia Ridge campus. Training planThe student was late on the first day,left early (with his employerspermission) on the second day, and Participationsatisfactorily completed the evidence Class rollassessment items on the third day.The student satisfactorilydemonstrated underpinningknowledge and skills throughout this Assessment tooltime. AssessmentTaskevidenceUse the attached information andCOS & Grade Reportforms to record evidence of thestudents enrolment, participationand assessment inCPCCJN3005A Cut and install glass 23Proving evidenceRecord evidenceProve evidence Enrolment Enrolment Participation Participation Assessment Assessment Swap enrolment/participation/assessment documents with another group. Use the attached AVETMISS Audit Checklistto check the compliance of each memberregarding the students enrolment, participation and assessmentin CPCCJN3005A Cut and install glass 24 Inclusion Inclusive learning: A way forward http://training.qld.gov.au/training-organisations/support/inclusive-learning.html Resources: Booklet Framework strategy Wall poster8 10. Instructional Intelligence13/03/2013 25Graffiti (tactic) ideas What isideas TopicInclusiveideas Learning?ideas 26 Place Mat (tactic) ideasHow do we createideas an Inclusive Topic ideas Learning environment? ideas 27Jigsaw (strategy)Five coreEveryoneskillslearns underpin alldifferentlyBeing learning inclusive is everyonesresponsibility Learnersbring existing knowledgeand skills9 11. Instructional Intelligence 13/03/201328Inclusive learning: A way forwardActions for Teachers/trainers Study the resources and report how you and your training delivery team will embed these four principles into day-to-day practice: 1. Everyone learns differently 2. Being inclusive is everyones responsibility 3. Learners bring existing knowledge and skills 4. Five core skills underpin all learning29Resources Anti-Discrimination Act 1991 Code of Conduct for the Queensland Public Service principles of equity and diversity as outlined in POL005 - Equity and Diversity SkillsTech Australia Equity and Diversity policy Departments Equity and Diversity resources page at http://training.qld.gov.au/information/equity- diversity/index.html Reasonable Adjustment in teaching, learning and assessment for learners with a disability - a guide for VET practitioners Inclusive Technology factsheets Training and Work: inclusive environments (2009)30 Thank you for your participation today.Wishing you many years of happy teaching Simon Brown 0408 521 826PLEASE COMPLETE THE EVALUATION SURVEY10 12. Activvity1. Slidee3Question nforreflectio on(individuaalactivity)Considerryourowntrradearea.Whatknnowledgecou uldbestructturedinahie ramthatwouldmakeitmerarchydiagrmoreaccessiibletoyourstu udents?Activvity2. Slidee7Question nforreflectio on(individua alactivity)Thedoublelooplearrningdiagrammisagraphhicrepresenta ationofacad demicresear rchconclusioons.Considerringyourow wntradeareaa,whatknowwledgecoulddbeorganiseedinaflowddiagramthattwouldmakeitmoreaccesssibletoyourstudents?Activvity3. Slidee9Matchco omponentst tolearningapproach(gro oupactivity)Pedagoggy Andr ragogy Heutagogy HRecognizeNeeddtoLearninghow L wtolearnRecall knoww Doubleloop learning DAnalyseFounndation Universallea U arningReflectSelfconceptopportunitie s oApplyReaddinessNonlinearpr NrocessCreate OrienntationTruelearner selfdirectio T onUnderst tand Moti ivationEvaluatee 11 13. Activity4. Slide10PedagogyYChart(groupactivity)YChartactivity:OnememberfromeachgrouptakesaturnatleadingPedagogyLookslikeSoundslikeFeelslikeActivity5. Slide11AndragogyYChart(groupactivity)YChartactivity:OnememberfromeachgrouptakesaturnatleadingAndragogyLookslikeSoundslikeFeelslikeActivity6. Slide12HeutagogyYChart(groupactivity)YChartactivity:OnememberfromeachgrouptakesaturnatleadingHeutagogyLookslikeSoundslikeFeelslikeActivity7. Slide14ThinkPairShare(groupactivity)Questionforreflectionanddiscussion:Inthecontextofstudentslearningskillsinyourowntradearea,isitbetterforthemtoCompeteortoCooperate? Thinkaboutthisquestionforaboutthirtyseconds Discussyourthoughtswithyourpartnerforaboutoneminute Ifyouarecomfortable,shareyourpartnersviewsonthismatterwiththegroupfornolonger thanoneminute12 14. Activity8. Slide22Rollmarking(individualactivity)ScenarioYouareashopfittingteacherandoneofyourapprenticeshopfitterstudentshascompletedCPCCJN3005ACutandinstallglassduringhisfirstweekofGroup6trainingatAcaciaRidgecampus.Thestudentwaslateonthefirstday,leftearly(withhisemployerspermission)onthesecondday,andsatisfactorilycompletedtheassessmentitemsonthethirdday.Thestudentsatisfactorilydemonstratedunderpinningknowledgeandskillsthroughoutthistime.TaskUsetheattachedinformationandformstorecordevidenceofthestudentsenrolment,participationandassessmentinCPCCJN3005ACutandinstallglassActivity9. Slide23Rollauditing(groupactivity)Swapenrolment/participation/assessmentdocumentswithanothergroupUsetheattachedAVETMISSAuditChecklisttocheckthecomplianceofeachmemberregardingthestudentsenrolment,participationandassessmentinCPCCJN3005ACutandinstallglassActivity10. Graffiti(tactic)(groupactivity)Onalargesheetofpaper,drawtheGraffitilayout.TakeoneminutetothinkaboutthetopicWhatisInclusiveLearning,andtakeoneminutetowriteyourthoughtsinyourownindividualsection.Onepersonineachgroup(nominatedbythegroup)takesoneminutetopresentasummaryofthegroupsfindingstotheothergroups. Activity11. PlaceMat(tactic)(groupactivity)Onalargesheetofpaper,drawthePlaceMatlayout.TakeoneminutetothinkaboutthetopicHowdowecreateanInclusiveLearningenvironment,andtakeoneminutetowriteyourthoughtsinyourownindividualsection.Onepersonineachgroup(nominatedbythegroup)writescommonfindingsinthecentreofthesheet.Activity12. Slide33Jigsawstrategy(groupactivity)Studytheresourcesandreporthowyouandyourtrainingdeliveryteamwillembedfourinclusivelearn