1. EDFGC 5809 Teacher as a Professional
Tuesday 27th June 2017

2. Overview of Day
9.30am-10.30am: Reflections from the field 10.30am-12.30: Effective classroom management Inclusive classrooms 12.30pm-1.30pm: Lunch 1.30pm-4.30pm: How do I plan for learning (e5 model)? How do I plan for student engagement? Dimensions of student engagement

3. Reflections from the field
From experiences on placement reflect upon:
the classroom management strategies shown in your classroom/school
student engagement-what did it look like?
Quick write/share/report

4. Conversation Articles
Teachers shouldn’t have to manage behaviour issues by themselves: schools need to support them (A Sullivan 2017)
Schools tough approach to bad behaviour isn’t working and may escalate problems (A Sullivan )
Boys are likely to play up at school, but it’s more social than biological (A Keddie 2015)
Do disruptive classes really get better if they include more girls? (C Kelly 2014)
Are we expelling too many children from Australian schools? (J Sargeant 2016)
Read/discuss/share

5. Classroom Management

6. Classroom Management Theories
Bill Rogers
Discussion/Comments

7. Classroom Management Theories
Goal centred theory – Rudolf Dreikurs
Choice theory – William Glasser
Cognitive behavioural theory – Joseph Kaplan & Jane Carter
Assertive discipline – Lee & Marlene Carter
Applied Behavioural Analysis – Paul Alberto & Anne Troutman (based on BF Skinner)
Explore/investigate one of the above
Report on principles, positive practices, intervention practices, challenges & criticisms
(Lyons, G, Ford, M, Slee, J (2014) Classroom Management: Creating positive learning environments. Cengage.)

8. Inclusive Classrooms

9. Inclusive Classrooms
Reading: Teacher education reform for enhancing teachers’ preparedness for inclusion.
Discussion/report to group

10. What is Inclusion?

11. Definition of Integration and Inclusion

12. Collaborative hangman
In groups of four play collaborative hangman using words from the readings
You work together in groups on either side.
Each group should negotiate the rules they will play by.
Each set of partners should have 3 words (6 words in total for the group).

13. How do you see an inclusive classroom?
Discuss
Present pictorially

14. Differential Teaching and Learning

15. Differential Teaching and Learning
Differentiated teaching:
What is it?
Why should teachers implement it?
How do teachers differentiate, and what does differentiated teaching look like?
(Discuss, Make a list, Report Back)

16. Differential Teaching and Learning
Watch Video
Make comparisons to previously created list

17. ABLES: Abilities Based Learning and Education Support
What is ABLES?
ABLES provides an approach to effectively assess, monitor and respond to a student’s abilities by:
Accurately identifying and setting learning goals for students with disabilities and additional learning needs.
Tracking a student’s progress against their individual learning plan over time, and providing new information to parents on their child’s learning and development.
Identifying the optimal resources that are known to improve learning, which can be adjusted as the learning needs of students change over time.

18. ABLES: Abilities Based Learning and Education Support
Watch Video
Discuss

19. ABLES: Abilities Based Learning and Education Support
Developing Individual Learning Plans and organising Student Support Group meetings
entsupportguidelines2013.pdf
Example

20. Implementing e5 to Support Student Learning
How do I plan for learning?

21. What is the e5 Instructional Model?
It is a conceptual framework of instructional practice consisting of five action domains. The e5 Instructional Model is not a recipe for teacher practice but rather a framework to inform conversations and guide the observation, critique and reflection of classroom practice. The e5 Instructional Model is a reference point for school leaders and teachers to develop a deeper understanding of what constitutes high quality teacher practice in the classroom.
Research p9

22. e5 Instructional Model
Teachers as professionals engage in continuous inquiry about their teaching in order to assess the impact it has on the students they teach.  However, to develop greater expertise, teachers need to understand what it looks like to improve in different domains of learning, and as importantly, believe they are capable of improving their practice.  They must also be effectively supported within their schools where the work of teach and learning resides.

23. e5 Instructional Model
Research agreement about what constitutes high quality instruction in the classroom to engage students in intellectually demanding work is central to the professional conversations that occur in educational settings. The e5 domain of engage, explore, explain, elaborate and evaluate can be used as a common lens for understanding and improving teaching in all educational settings.  This approach can facilitate a more planned and structured collaboration through a commonly understood language and framework. 

24. Organisation of the Model

25. Engage
The teacher fosters positive relations with and between students and develops shared expectations for learning and interacting. They stimulate interest and curiosity, promote questioning and connect learning to real world experiences. The teacher structures tasks, elicits students’ prior knowledge and supports them to make connections to past learning experiences. They present a purpose for learning, determining challenging learning goals and making assessment and performance requirements clear. The teacher assists students to consider and identify processes that will support the achievement of the learning goals.

26. Engage Capabilities Develops shared norms
Determines readiness for learning 
Establishes learning goals
Develops metacognitive capacity 

27. Explore
The teacher presents challenging tasks to support students to generate and investigate questions, gather relevant information and develop ideas. They provide tools and procedures for students to organise information and ideas. The teacher identifies students’ conceptions and challenges misconceptions. They assist students to expand their perspectives and reflect on their learning. The teacher is mindful of the learning requirements of the task, attentive to student responses and intervenes accordingly.

28. Explore Capacities Prompts inquiry Structures inquiry
Maintains session momentum

29. Explain
The teacher provides opportunities for students to demonstrate their current level of understanding through verbal and non-verbal means. They explicitly teach relevant knowledge, concepts and skills. This content is represented in multiple ways. The teacher provides strategies to enable students to connect and organise new and existing knowledge. They assist students to represent their ideas, using language and images to engage them in reading, writing, speaking, listening and viewing. The teacher explicitly teaches the language of the discipline. They progressively assess students’ understanding and structure opportunities for students to practise new skills.

30. Explore Capacities Presents new content Develops language and literacy
Strengthens connections

31. Elaborate
The teacher engages students in dialogue, continuously extending and refining students’ understanding. They support students to identify and define relationships between concepts and to generate principles or rules. The teacher selects contexts from familiar to unfamiliar, which progressively build the students’ ability to transfer and generalise their learning. The teacher supports students to create and test hypotheses and to make and justify decisions. They monitor student understanding, providing explicit feedback, and adjusting instruction accordingly.

32. Elaborate Capacities Facilitates substantive conversation
Cultivates higher order thinking
Monitors progress.

33. Evaluate
The teacher supports students to continuously refine and improve their work using assessment criteria in preparation for a performance of understanding. They integrate evidence from each phase, formally recording students’ progress against learning goals. The teacher provides feedback and assists students to evaluate their progress and achievements. They support students to reflect on their learning processes and the impact of effort on achievement. The teacher guides students to identify future learning goals.

34. Evaluate Capacities Assesses performance against standards
Facilitates student self assessment

35. Profile Statements Task Work in a group of four
Read the profile statements for one of the domains (Engage, Explore, Explain, Elaborate, Elaborate or Evaluate)
Choose a year level
Make a list of the instructional practice you identified with/saw implemented on placement
Report to group

36. How do I plan for Student Engagement?

37. Student Engagement
Student engagement is challenging to define as it is a complex construct influenced by multiple factors. Fredericks, Blumenfeld and Paris (2004) identify three dimensions of engagement:
behavioural engagement: students’ participation in education, including the academic, social and extracurricular activities of the school
emotional engagement: students’ emotional reactions in the classroom and in the school (a sense of belonging or connectedness to the school)
cognitive engagement: students’ investment in their learning (motivation and self-regulation).

38. Student Engagement

39. Student Engagement
Choose one of the following/explore/give examples/report to group
behavioural engagement
emotional engagement
cognitive engagement

40. FISO: Framework for Improving Student Outcomes
Explore the website
Discuss/Report Findings

41. Readings for next week
Policies on Moodle

42. What have we learnt today?