1. What it takes to be an effective teacher in the year 2010 and beyond....

2. Compiled by: Nora Lopes Sarah Matheson Sarah Montefiore Melissa Robinson Craig Winchcombe

3. Contents Theories of Teaching & Learning Digital Students

4. What it takes to be an effective teacher in the year 2010 and beyond.... Theories of Teaching and Learning BEHAVIOURIST THEORY COGNITIVIST THEORY CONSTRUCTIVIST THEORY “Teaching and learning are two of the most fundamental components of the educational process, and both topics have long been of interest to a variety of individuals concerned with education, from philosophers to educational psychologists. Within an educational context, the two phenomena are so inextricably intertwined that it often is difficult to imagine one without the other” (Schuell, T.J., 1993). Please look over and give ideas for editing within Etherpad to discuss as a group Classroom Management Learner Diversity Professionalism Motivation Assessment Professional Knowledge Base Pedagogy Digital Students 21 st Century Educators

5. What it takes to be an effective teacher in the year 2010 and beyond.... Today, the vocabulary of computing is all around you. (Shelly et al., 2008) Students today are real time learners using different technology to express themselves. Students who graduate from our schools in the 21 st century will have to have the skills needed to be effective workers, citizens, and leaders in the new global economy. Today’s students are essentially different from previous generations in the way they think, access, absorb, interpret, process and apply information. Above all, they are different in the way they view, interact, and communicate in this technology-rich world. Digital Students Students from Previous GenerationsToday’s Digital Students Passive communicators Single taskers Work orientated Linear thinking Relevancy not critical to learning Single sensory input Text-based first Reality-based Conventional speed Learning has to be relevant & fun Hypercommunicators Multitaskers Play orientated Random access Multisensory input Digital and graphics first Fantasy-based learning Twitch speed Understanding Today’s Digital Generation Figure 1-16 (Shelly et al., 2008) Please look over and give ideas for editing within Etherpad to discuss as a group

6. Teachers of Today…. Unfortunately, there are still some educators in today’s society that are stuck in the old rote memorisation learning, lecturing, passing on information and not exploring or motivating students to learn. They are stuck in one teaching mode in the same old dull way, with dry lectures, boring worksheets and text books, repetition and drill. This would prove to be very boring for students. What it takes to be an effective teacher in the year 2010 and beyond.... …Teachers of the Future In the future teachers are going to have to wear many different hats and be very flexible. Teachers will need to move away from single subjects and into a greater range of expertise. Jobs, now and in the future, are not for life. Educators are going to have to be diverse in following young people’s interests. Please look over and give ideas for editing within Etherpad to discuss as a group

7. What it takes to be an effective teacher in the year 2010 and beyond.... Teaching Beyond 2010… In any society, educators have the ability to make an enormous positive contribution. Making such a contribution is a challenge, and teachers must willingly embrace new teaching and learning opportunities (Shelly et al, 2008). Today, teachers in K-12 schools are educating students who will spend all of their adult lives in a technology–rich society. Teachers in these classrooms must be prepared to utilise both current and emerging computer technologies. Unfortunately, too many schools are still teaching today using yesterday’s tools. Traditional 20 th century educational practices will no longer provide you with the skills you need to teach your students effectively how to become productive citizens in today’s high- tech, global workplace (Shelly et al, 2008). Please look over and give ideas for editing within Etherpad to discuss as a group

8. BEHAVIOURAL CONSEQUENCE REINFORCEMENT An event that decreases the likelihood that a behaviour will recur What it takes to be an effective teacher in the year 2010 and beyond.... PUNISHMENT An event that decreases the likelihood that a behaviour will recur POSITIVE REINFORCEMENT An increase in behaviour that results from being presented with a stimulus NEGATIVE REINFORCEMENT An increase in behaviour that results from and aversive stimulus being removed or avoided. PRESENTATION PUNISHMENT An decrease in behaviour that results from being presented with a stimulus REMOVAL PUNISHMENT An decrease in behaviour that results from a stimulus being removed. Figure 6.1 Consequences of behaviour (Eggen & Kauchak, 2010) BEHAVIOURISM

9. CONSTRUCTIVISM What it takes to be an effective teacher in the year 2010 and beyond.... Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. “Despite differences, all who study constructivism agree with the following principle: Learners construct, rather than record their own knowledge” (Eggen & Kauchak, 2010). Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. Characteristics of constructivism: Learners Construct knowledge that makes sense to them. New learning depends on current understanding. Social interaction facilitates learning. The most meaningful learning occurs within real-world tasks. Figure 8.1 Characteristics of constructivism (Eggen & Kauchak, 2010) Please look over and give ideas for editing within Etherpad to discuss as a group

10. How Constructivism Impacts Learning What it takes to be an effective teacher in the year 2010 and beyond.... Provide learners with a variety of examples and representations of content Connect content to the real world. Promote high levels of interaction. Treat verbal explanations skeptically. Promote learning with assessment. Figure 8.3 Suggestions for Classroom Practice (Eggen & Kauchak, 2010) Please look over and give ideas for editing within Etherpad to discuss as a group Constructivism presents an alternative view of what is regarded as knowledge, suggesting that there may be many ways of interpreting or understanding the world.

11. Motivational Theories What it takes to be an effective teacher in the year 2010 and beyond.... As with learning, different theories of motivation offer frameworks for understanding student motivation. Theoretical views of motivation are outlined as: BEHAVIOURIST THEORIES Focus on changes in behaviour that result from experiences with the environment. BEHAVIOURIST THEORIES Focus on changes in behaviour that result from experiences with the environment. COGNITIVE and SOCIAL COGNITIVE THEORIES Examine people’s expectations and beliefs and their attempts to understand how the world works. COGNITIVE and SOCIAL COGNITIVE THEORIES Examine people’s expectations and beliefs and their attempts to understand how the world works. SOCIOCULTURAL THEORIES Emphasize individuals participation in communities that value and support learning. SOCIOCULTURAL THEORIES Emphasize individuals participation in communities that value and support learning. HUMANISTIC THEORIES Emphasize people’s attempts to fulfill their total potential as human beings. HUMANISTIC THEORIES Emphasize people’s attempts to fulfill their total potential as human beings. Student motivation lies in the core of influencing performance and achievement at school. With the fast growing technological advances and a growing knowledge base, it is essential that motivation be continuous. Figure 10.2 Theoretical views of motivation (Eggen & Kauchak, 2010, p286) THEORIES OF MOTIVATION “Motivation is the process whereby goal-directed activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008, p4, as cited in Eggen & Kauchak, 2010).

12. What it takes to be an effective teacher in the year 2010 and beyond.... How Motivation Impacts on Learning Student motivation influences both the learning journey and the meeting of expected outcomes. “Motivation is often classified into two broad categories. These are Extrinsic and Intrinsic Motivation. Extrinsic motivation is motivation to engage in an activity as a means to an end, whereas Intrinsic motivation is motivation to be involved in an activity for it’s own sake” (Schunk et al., 2008 as cited in Eggen & Kauchak, 2010). Students Needs and Motivation to Learn Three theories based on students needs are defined by Eggen & Kauchack, 2010 as:  Maslow’s hierarchy of needs (outlined below)  The need for self-determination  The need to preserve self-worth Self-actualization (reaching one’s full potential) Self-actualization (reaching one’s full potential) Self-esteem (recognition and approval) Self-esteem (recognition and approval) Belonging (love and acceptance from family and peers) Belonging (love and acceptance from family and peers) Safety (freedom from physical or emotional threat) Safety (freedom from physical or emotional threat) Survival (shelter, warmth, food, water) Survival (shelter, warmth, food, water) Maslow’s hierarchy of needs Maslow’s hierarchy of needs, adapted from Figure 10.3, Eggen & Kauchak, 2010, p290 Growth needsDeficiency needs

13. Effective Classroom Management What it takes to be an effective teacher in the year 2010 and beyond.... A well managed classroom impacts of the motivation of students within the environment. “Principles of Planning for Classroom Management” “Developmental differences Influence Classroom Management” “Management & Instruction are Interdependent” “Classroom Organization is Essential for Classroom Management” “Rules & Procedures Are the Cornerstone of an Effective Management System” “The First Days of School Set the Tone for the Year” (Eggen & Kauchak, 2010, p356)

14. Classroom Management Goals What it takes to be an effective teacher in the year 2010 and beyond.... Provide an environment of caring and trust to establish a safe, supportive, and positive learning environment for all students. Encourage cooperation amongst students by developing learner responsibility. “Goals of Classroom Management” “Creating a Community of Caring & Trust” “Developing Learner Responsibility” “Maximizing Time and Opportunity for Learning” (Eggen & Kauchak, 2010, p354)

15. Professionalism What it takes to be an effective teacher in the year 2010 and beyond.... The effective teachers knowledge needs to cover the social, cultural and learning needs of all students and knowledge of developmental characteristics of each individual student. Teachers standards are being raised as cited in Eggen & Kauchak (2009) to become professionals who know and can do more. Professionalism Commitment to Learners Reflective Practice Professional Knowledge Decision Making Characteristics of professionalism Figure 1.1, Eggen & Kauchak (2009) Characteristics of Professionalism:

16. What it takes to be an effective teacher in the year 2010 and beyond.... Pedagogical Knowledge General Pedagogical Knowledge Instructional Strategies Classroom Management General Pedagogical knowledge “Involves and understanding of essential principles of instruction and classroom management that transcends individual topics or subject matter areas” (Borko & Putnam, 1996; Darling-Hammond & Bransford, 2005 as cited in Eggen & Kauchak, 2010, p11)

17. Theory of Cooperative Learning & It’s Impact on the Classroom What it takes to be an effective teacher in the year 2010 and beyond.... Collaborative and cooperative learning describes students working together in established groups to achieve a common goal. The view of a constructivist approach is that collaborative work offers many advantages to enhance learning. The impact of Collaborative and cooperative learning on the classroom when working in well established and structured groups can benefit students in a positive way by: Giving students an equal opportunity in achieving desired goals. All group members are working towards a common goal. Can enhance less able students understanding of topic. Emotional development through ideas being supported in an enthusiastic and encouraging group. A wide range of thinking skills are utilised when students are explaining, negotiating and solving problems. Improve communication and interpersonal skills. Enhance social skills in working with peers and in leadership skills. “Cooperative Learning is a set of instructional models in which students work in mixed-ability groups to reach specific learning and social interaction objectives. Cooperative learning is grounded in Vygotsky’s (1978, 1986) work, with its emphasis on social interaction as a mechanism for promoting cognitive development” (Eggen & Kauchak, 2010, p419).