2. What it takes to be an effective teacher in the year 2010 and beyond. Presented by: Ellie Stahl, Michael Smedley, Samantha Rippingale, Sarah Robbins & Tracy Savage

3. WELCOME SO YOU WANT TO BE A TEACHER IN THE 21 st CENTURY? -clipart YOU WILL NEED TO FORGET THE WAY IN WHICH YOU WERE EDUCATED BECAUSE WE WILL BE DOING IT DIFFERENTLY IN this THE 21 ST CENTURY “What is the nature of the 21 st century learner?“BEHAVIOURISM IN THE 21 st CENTURY CLASSROOM” We will look at past V’s future teaching from the classroom How the information will be delivered to the student Summary of what we CAN to do differently

4. We can no longer rely on just the Blackboard and books to teach our Children, we have access to so much more. We will still need to be in the classroom with Primary aged students, but there may be a larger group of students with a larger team of teachers overseeing their individual learning. Teachers of the future will take on the role of a mentor and act as facilitators, as pupils build their own route in education (Teachers T.V. Libby Pryce) Classical conditioningClassical conditioning is a technique used in behavioural training in which a naturally occurring stimulus is paired with a response. By Kendra Cherry, About.com GuideKendra Cherry Operant conditioningOperant conditioning Operant conditioning is a method of learning that occurs through rewards and punishments for behaviour By Kendra Cherry, About.com GuideKendra Cherry Lets look at BEHAVOURISM It is a theory that explains learning in terms of observable behaviours and how they’re influenced by stimuli from the environment. Reference;(Eggen, Kauchak, 2010 p164 Out of the mouth of babies

5. How will the information will be delivered to the student - It will be the teacher's role to guide learners towards a broad and balanced curriculum and teach them the skills needed to embark on personal study and research. - Conferencing will take on a major role as teachers encourage self-assessment and reflection. - In short, they will unlock the potential within all learners and empower them with the tools for learning. (Teachers T.V. Libby Pryce) Personalised learning should become the future in schools. I believe there will still be a need for the provision of key subjects. These will form the foundations of learning, and learners will then build their own curriculum based upon individual needs and interests. There will be a curriculum entitlement based on choice, breadth of study and personal interest. (Teachers.T.V. Libby Pryce) WOW what powerful words Libby Pryce writes in her article, to dream of the future classroom. If only we go back and have that type of education the possibilities would seem endless. How great to be a part of this changing time in teaching, to bring the learning's from our past philosophers and experiment within the classroom with the individual child’s individual skills, abilities, strengths and weakness and watch them take off to reach their goals. The possibilities for individuals to choose their own education route Imagine their enthusiasm to learn with so much individual choice in HOW they learn. Networking and sharing information will be at their fingertips

6. Summary of what we CAN do differently The Montessori method is an approach to educating children based on the research and experiences of Italian physician and educator Maria Montessori (1870–1952). It arose essentially from Dr. Montessori's discovery of what she referred to as "the child's true normal nature" in 1907Maria Montessori Reference; From Wikipedia, the free encyclopaedia IT IS IMPORTANT TO DEVELOP A PERSONAL PHILOSPHY OF EDUCATION Together with the child we can build them a future based on their individual strengths and weakness, offer them Opportunities and teach them about the external threats. A teacher's personal philosophy of education is a critical element in his or her approach to guiding children along the path of enlightenment. - Barbara WiltBarbara Wilt Personal Educational Philosophiser's that stand out for their work Albert Einstein, John Dewey, Paulo Freire, Rudolf Steiner, Maria Montessori, Kurt Hahn

7. The Motivation that educators provide in the classroom to 21 st century learners encourages: Development Self-worth Competence and achievement Emotional satisfaction Commitment Happy and satisfied students The ability to learn for personal interest and to achieve good grades (Intrinsic motivation and Extrinsic Motivation) Eggen, P., & Kauchak, D. (2010) Educational Psychology: Windows on classrooms. New Jersey: Pearson. Student and Teacher in Classroom [Image]. (2010) Retrieved from http://www.masterfile.com/stock- photography/image/600-01184727/Students-and-Teacher-in-Classroomhttp://www.masterfile.com/stock- photography/image/600-01184727/Students-and-Teacher-in-Classroom (Student and Teacher, 2010)

8. “Talk about school as an opportunity and something fun rather than being a chore as something that has to be done” (Minnigerode, 2008) Examples of stimulating work tasks or encouragement in the classroom: Provide moderately difficult challenges to provide emotional satisfaction. (Eggen & Kauchak, 2010) Allow students to choose and include their own personal experience and creativity into work tasks. Provide clear, quick and direct instructions. Set work tasks to allow students to enjoy their study and understand the subject and the relevance. Allow students to feel competent, satisfied, and as though achievement is always reachable. Eggen, P., & Kauchak, D. (2010) Educational Psychology: Windows on classrooms. New Jersey: Pearson. L, Minnigerode. (2008, December 16) Education and Motivating Students: Motivating At-Risk Students [video file]. Retrieved from http://www.youtube.com/watch?v=me5u0Rab3RQ&feature=channelhttp://www.youtube.com/watch?v=me5u0Rab3RQ&feature=channel

9. According to Juke (2005), some suggestions for how teaching should be adapted to better meet the needs of today’s learners are: increasing the speed at which information is presented, providing opportunities for multitasking and interactive learning and presenting information through a variety of media. (Media Effects, 2010) Distance Learning [Image]. (2010) Retrieved from http://www.vdh.state.va.us/distancelearning/http://www.vdh.state.va.us/distancelearning/ Jukes, I. (2005, May). Understanding Digital Kids (DKs): Teaching & learning in the new digital landscape. Retrieved May 25, 2005, from http://www.thecommittedsardine.net/infosavvy/education/handouts/it.pdfhttp://www.thecommittedsardine.net/infosavvy/education/handouts/it.pdf Media Effects [Image]. (2010) Retrieved from http://www.nsf.gov/news/news_images.jsp?cntn_id=102813&org=NSFhttp://www.nsf.gov/news/news_images.jsp?cntn_id=102813&org=NSF (Distance Learning, 2010) (Clipart)

10. Use multiple technology resources Deliver fast, effective and clear directions for work Involve creativity and students personal experience Provide interactive learning experiences Opportunities for multitasking (Clipart)

11. LEARNERS with Exceptionalities Burning, Learning or Yearning AOntipafjntipa

12. AOntipafjntipa What is Intelligence? Nature Vs. Nurture “defined as the ability to acquire and use knowledge, solve problems and reason in the abstract and adapt to new situations in the environment. Most experts also agree that it depends on culture” Ackerman & Lohman,2006;J.Li,2004;Sternberg,2004 - Definition RIGHT - Gardner’s Theory of Multiple Intelligences - - Definition LEFT - Middle Balance, most taken view - Most contested view - Evidence supporting fact that expirence often affects intelligence for the better Nurture view of intelligence. The assertion that emphasizes the influence of the environment on intelligence. Ackerman & Lohman,2006;J.Li,2004;Sternberg,2004 Nature view of intelligence. The assertion that intelligence is essentially determined by genetics.Eggen, Paul. Educational Psychology: Windows on Classrooms, 8th Edition. Allyn & Bacon/Australia, Jan-09. 155).

13. AOntipafjntipa Learning Disabilities How do you tell? - Using labels, ie Disability, Disorder, Handicap - Issues with labeling Disorder. A general malfunction of mental,physical,or psychological processes. (Eggen, Paul. Educational Psychology: Windows on Classrooms, 8th Edition. Allyn & Bacon/Australia, Jan-09. 162) Handicap. A condition imposed on a person’s functioning that restricts the individual’s abilities. (Eggen, Paul. Educational Psychology: Windows on Classrooms, 8th Edition. Allyn & Bacon/Australia, Jan-09. 162) - Early identification - Need to watch for uneven learning rate VS Learn Disorder -

14. AOntipafjntipa Gifted and Talented? At onetime, gifted was the only term educators used, but now the enlarged category includes students who do well on IQ tests (typically 130 and above) and those who demonstrate talents in a range of areas, such as math, creative writing, and music (G. Davis&Rimm,2004). - Definition - Importance of early identification - Problems associated with not meeting requirements of those students - Challenges faced by educators

15. Plan attention-grabbing lessons :  Remember lesson length vs. age group.  Be creative!  Use modern technology. Use students’ names.  “The use of students’ names is one of the most powerful attention getters that exist, and effective teachers call on individuals instead of directing questions to the class as a whole. When this becomes a pattern, attention and achievement increase significantly.” (Eggen & Kauchak, 2010, p. 208; Eggen & Kauchak 2006; McDougall & Granby, 1996) Have students actively involved in learning activities. You could use: Visual aids Out-of -the ordinary events Real-life problems Demonstrations Thought-provoking questions Computers e.g. online learning with Mathletics etc. Interactive Whiteboards Mind maps Eggen, P., & Kauchak, D. (2010) Educational Psychology: Windows on Classrooms (8 th Ed.) New Jersey: Pearson  Maintain students’ attention “Because attention is where learning begins, attracting and maintaining student attention are essential.” (Eggen & Kauchak,2010, p.207 ; Curtindale et al., 2007 ; Valenzeno, Alibali, & Klatzky, 2003)

16.  Helps you determine whether students have accurately perceived the information you’ve taught.  Helps to activate students’ prior knowledge. (schema activation)  Use reviews  Ask what they already know on a topic.  Have them share personal experiences relating to the topic.  Places students into cognitively active roles when used to help guide thinking and learning.  Ask questions

17.  Present information with interconnecting ideas.  Incorporate mind maps, models, demonstration into your lessons.  Teach closely related items together.  Helps to avoid confusion further down the track.  Relevancy  Try to offer real-life and practical experiences in your classroom.  Provide rich learning experiences.  “...providing children with rich learning experiences can amplify their intelligence, and denying them such richness of experience can diminish their intelligence.” (Thomlinson, 1999, p. 18; Caine & Caine, 1991)  Make learning meaningful Thomlinson, C. (1999) The differentiated classroom: Responding to the needs of all learners Alexandria, V.a.:ASCD retrieved July 2010 from Curtin University Library Remember students construct their own knowledge based on prior knowledge and experiences.  A student’s mind is like a brick wall. If a row is missing a brick you cannot build the next row on top of it; same as if a student skips learning something, they cannot build on top of it until that brick is put in place.

18.  Auditory learners:  Learn by listening to verbal instructions; remember by forming the sounds of words.  Lesson ideas: Verbal drills (with a classmate or computer), help them put information into a rhythmic pattern (like a poem, a song, or a rap), YouTube, interactive immersion programs; for reading assignments - let them read aloud, use audio e-books.  Visual learners:  Learn by seeing and watching; use strong visual associations.  Lesson ideas: YouTube clips, interactive immersion programs, powerpoint, wikispaces, blogging; encourage them to take notes or doodle while listening, have them draw their own picture (no matter how bad they think it looks) to associate with facts, letters, or words.  Kinesthetic/Tactile learners:  Learn by becoming physically involved and actually doing something with what’s being learned.  Lesson ideas: Interactive immersion programs, using 3D modelling software, provide them with stories to read that are filled with action, have them listen to audio e-books while they do something physical, instruct them to take notes or highlight information while listening, use activities/play games that involve their whole body, try to provide small “breaks” in class – especially with sit down work.  Understand each students’ natural learning method. “ All students could learn, but we cannot expect them to learn in the same way.” ( Tobias, 1994) Tobias, C. (1994) The way they learn: How to discover and teach to your child’s strengths (pp. 91-97) Wheaton, Illinois: Tyndale House Publishers, Inc.

19. CONSTRUCTIVIST TEACHING IN THE 21 ST CENTURY  Specify learning objectives  Prepare learning activities  Design assessments Teacher’s Role in the Classroom

20. Student orientated learning Social interaction Experiences for students Free exploration Group reflection Learning with technology

21. The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. (Alvin Toffler) Construct new knowledge Accommodate and adapt new knowledge Experience and reflect CONSTRUCTIVIST TEACHING IN THE 21ST CENTURY

23. Eggen, P., & Kauchak, D. (2010) Educational psychology: Windows on classrooms (8 th Ed.) 207, 196 - 217, New Jersey:Pearson Eggen, P., & Kauchak, D. (2006) Strategies and models for teachers: Teaching content and thinking skills (5 th Ed.) Boston: Allyn & Bacon L, Minnigerode. (2008, December 16) Education and Motivating Students: Motivating At-Risk Students [video file]. Retrieved from http://www.youtube.com/watch?v=me5u0Rab3RQ&feature=channel http://www.youtube.com/watch?v=me5u0Rab3RQ&feature=channel McDougall, D., & Granby, C. (1996) How expectation of questioning method affects undergraduates’ preparation for class. Journal of Experimental Education, 65, 43-54 Tobias, C. (1994) The way they learn: How to discover and teach to your child’s strengths (pp. 91-97) Wheaton, Illinois: Tyndale House Publishers, Inc. Valenzeno, L., Alibali, M., & Klatzsky, R. (2003). Teachers’ gestures facilitate students’ learning: A lesson in symmetry. Contemporary Educational Psychology, 28, 187-204. Images: Teachers and Classrooms (3) - Microsoft Clip Art Brick Wall - http://www.tmsspecialtyproducts.com/media/Building-wall- illustration/200902060741MCT_____MCTILLUS_20090206_Building_wallhttp://www.tmsspecialtyproducts.com/media/Building-wall- illustration/200902060741MCT_____MCTILLUS_20090206_Building_wall Learning Styles Cartoons (3) - Study & Learning Centre, RMIT © 2007 (1) http://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/auditory.htmlhttp://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/auditory.html (2) http://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/visual.htmlhttp://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/visual.html (3) http://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/kinesthetic.htmlhttp://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/kinesthetic.html