SkillsTech AustraliaTeacher Induction Program

15th March 2013

Instructional IntelligenceSimon Brown

9:00 – 10:15• Pedagogy• Classroom

Management

10:15 – 10:45 • Morning tea

10:45 – 12:25• Learning and

assessment cycle• Inclusive learning

The Godgy Brothers

• Pedagogy– the science and art of

education• Andragogy– learning strategies

focused on adults• Heutagogy– the study of self-

determined learning

Maslow’s Hierarchy of Needs (organiser)

Esteem

Social

Safety

Physiological

Heutagogy

Andragogy

Pedagogy

Self-actualisation

Sage on the Stage Vs. Guide on the Side

Pedagogy

• “Leading the child”• Instructor – develops conceptual knowledge – manages the content of learning activities

Cognitive learning theory(Piaget, Bruner, Vygotsky)

– recognize, recall, analyze, reflect, apply, create, understand, and evaluate

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 in the

planning and evaluation of their instruction• Readiness

– Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives

• Orientation – Adult learning is problem-centred rather than content-oriented

• Motivation – Adults respond better to internal versus external motivators

Double loop learning

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-direction

Concept attainment (strategy)Pedagogy

Andragogy

Heutagogytrue-learner self-direction

understand

universal-learning-opportunities

analyze

apply

create

double-loop-learning

evaluate

foundation

learning-how-to-learn

motivation

need-to-know

non-linear-process

orientation

readiness

recall

recognize

reflect

self-concept

Click and drag components to match the learning approach

Pedagogy Y-Chart (tactic)

Sounds like…Feels like…

Looks like…

awesome

Andragogy Y-Chart (tactic)

Sounds like…Feels like…

Looks like…

Heutagogy Y-Chart (tactic)

Sounds like…Feels like…

Looks like…

Organisers

Concepts

Tactics

StrategiesSkills

Instructional Intelligence(Co-operative Learning)

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 seconds2. Discuss your thoughts with your partner for about one

minute3. If you are comfortable, share your partner’s views on this

matter with the group for no longer than one minute

The Johnsons’ 5 Basic Elements of Effective Group Work (concept)

Responsible for own learning

Willing to support others

Small group seating

Social skills

Communication skills

Critical thinking skills

Opportunities for reflection

Assessing group effort

Goal Role Resource Incentive

Outside force

Environment

Group identity

Sequence

Simulation

http://my.tafe.qld.gov.auStaff Induction 2013

http://my.tafe.qld.gov.auStaff Induction 2013

http://my.tafe.qld.gov.auStaff Induction 2013

http://my.tafe.qld.gov.auStaff Induction 2013

http://my.tafe.qld.gov.auStaff Induction 2013

Morning tea 10:15 – 10:45

Enrolment evidence

Participation evidence

Assessment evidence

Enrolment selection form

Training plan

Academic transcript

Class roll

Assessment tool

COS & Grade Report

ScenarioYou are a shopfitting teacher and one of your apprentice shopfitter students has completed CPCCJN3005A Cut and install glass during his first week of Group 6 training at Acacia Ridge campus. The student was late on the first day, left early (with his employer's permission) on the second day, and satisfactorily completed the assessment items on the third day. The student satisfactorily demonstrated underpinning knowledge and skills throughout this time. TaskUse the attached information and forms to record evidence of the student's enrolment, participation and assessment in CPCCJN3005A Cut and install glass

Recording evidence

Proving evidenceRecord evidence• Enrolment• Participation• Assessment

Prove evidence• Enrolment• Participation• Assessment

Swap enrolment/participation/assessment documents with another group.

Use the attached AVETMISS Audit Checklist to check the compliance of each member

regarding the student’s enrolment, participation and assessment in CPCCJN3005A Cut and install glass

Inclusion

Inclusive learning: A way forwardhttp://training.qld.gov.au/training-organisations/support/inclusive-learning.html

Resources:• Booklet• Framework strategy• Wall poster

Graffiti (tactic)

Topic

ideas

ideas

ideas

ideasWhat is

Inclusive Learning?

Place Mat (tactic)

Topic

ideas

ideas

ideas

ideas

How do we create an Inclusive

Learning environment?

Jigsaw (strategy)

Learners bring existing

knowledge and skills

Being inclusive is everyone’s

responsibility

Everyone learns

differently

Five core skills

underpin all learning

Inclusive 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 differently2. Being inclusive is everyone’s responsibility3. Learners bring existing knowledge and skills4. Five core skills underpin all learning

Resources

• 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• Department’s Equity and Diversity resources page at http://

training.qld.gov.au/information/equity-diversity/index.html• Reasonable Adjustment in teaching, learning and assessme

nt for learners with a disability - a guide for VET practitioners

• Inclusive Technology factsheets• Training and Work: inclusive environments (2009)

PLEASE COMPLETE THE EVALUATION SURVEY

Thank you for your participation today.

Wishing you many years of happy teaching

Simon Brown 0408 521 826

WEEKEND