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Start of the Year Success Plan FINAL
Transcript of Start of the Year Success Plan FINAL
is the set of procedures and systems
that are put in place to create an environment t
hat focuses on student learning (4,7.1)
Start of the Year Success Plan (For Future Employers)
Routines, consistent procedure, clear instructions, positive and proactive support and high expectations all contribute to a productive classroom.(4,7.2)
Providing students with ways of learning that suit their needs, and foster intrinsic motivation is important in any classroom. Providing multiple learning formats includes presenting content in a variety of modalities using different interactive materials. For Social Studies this means moving toward non traditional projects and exams that still employ the foundation of historical, political and critical understanding
According to Bowlby's attachment theory, humans need a secure bond with caregivers (including teachers). Traits that foster this secure bond include being warm, responsive, curious, predictable and non-judgemental.
A regard for student perspectives in the degree to which teacher/student actions and classroom activities are focused on the interests and needs of students rather than some extremal source.
High School 10-12
Personal Teaching Philosophy
The way a teacher behaves greatly effects student learning,
Positive peer interactions are a vital part of classroom climate. When working together as a class, positive comments and positive expectations are expected. Social conversation, proximity and eye contact are important for relationships among peers and between myself and my students.
Alberta Bandura's concept of Triadic Reciprocal Determinism states we affect and are affected by our environment based on personal factors, social and physical environment and behavior. (4,2.5)
According to attachment theory if a teacher is readily available as a secure base and is consistently there for guidance and comfort a student (or child) will fell free to explore and learn. What this looks like in the classroom is students readily asking the teacher for help and advice.(5)
the non-sensitive approach
Student motivation and student autonomy are closely related according to a study done in Virginia in 2012 (9). Simply this might seem like giving students more choice.More complexly, this means fostering a supportive learning environment where I act more as facilitator and less as a task master. One very simple way to execute this is to available for questions as much as possible. Inevitably when working with non-traditional mediums, technical difficulties can occur. Preparation, planning and practice can ensure lesson are instructions are carried out clearly and effectively.
To learn something new, one must have have the motivation to do so, even if it is difficult. Teachers can facilitate this y designing tasks that are simple enough to warrant effort but just difficult enough for new skills can develop. This is known as the Zone of Proximal Development (4,4.5)
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I best way to teach so knowledge is effectively transmitted to students is to approach education with a mix of traditionalism and contemporary styles. I believe presenting content though acquisition (ie.lecture, memorization) and participation models (4,1.6) together contribute to success.
What this translates to in my classroom is discovery based interactive learning rooted in an social emotional approach. Aspects Social Studies are conveyed more effectively through exploration and interaction. Writing, critical analysis, and the comprehension can be best achieved though process, trial and error and discovery.
According to Bandura's Social Leaning Theory, how one behaves to determined by those around them: how they behave and also how they respond to our behavior. Student behavior must meet expectations, show little aggression and comply to rules. Routine and the absence of chaos is vital.
Beginning the year with clear behavior expectations is the first step. Then modeling that behavior and praising those who then enact good behavior is the next step. Often one can forget the importance of modeling the correct behavior, such as not interrupting and listening carefully. In the classroom is it monkey see monkey do: working to treat students with the respect I demand for myself is a huge part defining expectations. To avoid constantly reprimanding bad behavior and productively quelling the seeds of misbehavior by relying of routine.
Positive Discipline is a theory developed by Fred Jones (4,7.2). This model is build on general and specific rules. In my classroom both of which will be determined according to student input and compliance . Jones also stresses using cues like eye contact signals and proximity to manage misbehavior. Some rewards and incentives exist in my classroom and as much individual support as I can manage will be available as per Jones' framework. Finally praise of the appropriate behavior can help model correct behavior though peers.
A good way to make sure students are engaged is the by having them work in a self directed manner where they: assess a task, evaluate ones knowledge and skills, plan an approach, strategies to enact the approach and end with self evaluation. "...becoming truly effective as a learner entails (a) understanding key aspects of the functional architecture that characterizes human learning and memory (b) knowing activities and techniques that enhance the storage and subsequent retrieval of to-be-learned information and procedures (c) knowing how to monitor the state of one's learning and to control one's learning in response to such monitoring..."(7)
4. Psychology for Teaching and Learning in the 21st Century by Guy Lefrancois and Peter Newman
Developmental Contextualism is a meta theory that understands learning through a combination of multiple paradigms of education like Bandura's Social Cognitive Theory, Vygotsky's Cultural Historical Theory and Brofenbrenner's Ecological Systems Theory among others. It states that children have and interactive multi-directional relationship with the environment and that context gives meaning and helps to explain behavior.(1)
Teacher Perspectives Inventory
"The TPI is the result of two decades of research in Canada, China, Hong Kong, Singapore, and the United States. More than 250 teachers, in vastly different settings, were interviewed, observed, and re-interviewed...Collectively, their responses revealed five qualitatively different perspectives on teaching which form the conceptual backbone of the Teaching Perspectives Inventory. In addition, they expressed their commitment to teaching in terms of their Beliefs, their Intentions, and their Actions." (http://www.teachingperspectives.com/drupal/about/about
My personal TPI reflects a high regard for Nurturing, Apprenticeship, Developmental and Social Reform perspectives. In my classroom this means that through 'Apprenticeship', teacher guidance transitions into supported autonomy. Through 'Nurturing', is it emphasized that success is accomplished through effort and students are always reminded of my support and the support of their peers. My Developmental perspective values teaching from the student's point of view, using effective questioning and bridging knowledge. Through Social Reform perspective I hope students will challenge the status quo and have the desire to create societal change.
( (http://www.teachingperspectives.com/drupal/about/about )
1.Killoran, Isabel. "Why is Your Homework Not Done? How Theories of Development Affect Your Approach in the Classroom. Journal of Instructional Psychology, Vol.30 No.4.
In this section I will:
Explain how I plan to deal with misbehavior
Create a productive classroom environment
Examine multiple instructional learning formats
8. Information Processing Theory "http://www.youtube.com/watch?v=F_v16w_0xY. Lablearner. 2011.
"In Bowlby's terms a person who are experience a secure attachment 'is likely to possess a representational model of the attachment figure as being available responsive and helpful and a complementary model of the self as potentially loveable and valuable person (1980.242) and s likely to 'approach the world with confidence and, when faced with potentially alarming situations, is likely to tackle them effectively or to seek help in doing so'- a secure internal working model"(2)
2. Geddes, Heather. "Attachment and the child in school Part 1 Attachment theory and the 'dependent' child". Emotional and Behavioral Difficulties. SAGE Publications. 2003.
Teachers often operate similar in function to parents -"dimensions if teaching that correspond to dimensions of effective parenting have a complex relation to young adolescent's adjustment to school"(3) To act as a positive and supportive model, a climate of respect must be fostered - using a warm calm voice, listening, being cooperative, using respectful language and remembering and using all students names contribute to a positive environment.
3. Wentze, Kathryn R. "Are effective teacher like good parents? Teaching styles and student adjustment in early adolescence". Child Development. Jan/Feb Vol,73,No.1. 2002. pp.287-301
5. Hurst, Melissa. Attachment Styles: Positive/Negative, Fearful, Secure & More.http://education-portal.com/academy/lesson/attachment-styles-positive-negative-fearful-secure-more.html#lesso
Being aware of students by checking in and anticipating problems is the first
step in developing a sensitivity to students and the classroom. Addressing problems effectively when they arise is important as well as following up later.
Just as a parent who creates a supportive bond with a child, a teacher who displays an sensitive and supportive behavior will promote healthy students "Control reflects consistent enforcement of rules and provision of structure to children's activities; maturity demands reflect expectation to perform up to ones potential, and demands for self-reliance and self-control; democratic communication reflects the extent to which adults solicit children opinion and feeling; and nurturance reflects parental expressions of warmth and approval.(4) This can be embodied by responsiveness to needs and cues, reassurance, assistance, individualized support and acknowledging emotions. When students are comfortable they participate actively and freely.
The Teaching Through Interactions Framework is a model to approaching classrooms developed by research in over 4000 classrooms that explore the relationships between teachers and students on a day to day basis. These interactions are comprised of Emotional Support, Classroom Organization and Instructional Support. These areas of interaction and their theoretical basis' will be examined as the presentation continues
Through Attachment Theory and Self determination Theory I will examine:
Creating a positive classroom climate
Appreciation for Adolescent Perspectives
"In general, social-cognitive theory emphasizes that in order to understand student learning and behavior it is critical to examine the reciprocal interactions between the social environment and various student related process. Central to this paradigm is the premise that humans have the capacity to self-regulate and to actively manage their environment, behaviors and beliefs."(6)
6.Clearly, Timothy J. Platten, Peter. "Examining the correspondence between self regulated learning and academic achievement: a case study analysis" Education Research International. Hundawi Publishing Corporation. Vol 2013.
Being a strong self-directed learner ensures that each student can choose the modes of learning and expression that fits them best. As a facilitator of this self direction, an understanding of brain science is essential. Understanding the new memory is acquisition of that is connected to older knowledge through skill repetition (7) helps me to instruct students on what learning formats might work of them.
7. Bjork, Robert A. Dunlosky, John. Kornell, Nate. "Self-Regulated Learning: Beliefs, Techniques, and Illusions." Annual Review of Psychology. Vol.64 417-44. psych.annualreviews.org. 2013
Classrooms that are instructively supportive allow students to develop reasoning, and provide students with constant constructive feedback helping them refine knowledge and understanding.
Through theories of Information Processing and aspects of Memory and Brian Science I will examine:
Analysis and Inquiry
Quality of Feedback
To support meaningful connections that emphasize productivity in the classroom I will be prepared with content and materials, provide consistent routines with clear instructions and maximize learning time by anticipating problems and minimizing them when they occur.
Information Processing Theory posits that the way new information is processed affects how it is stored and used. To ensure content understanding a process of consolation must occur where new information is manipulates and correlated to existing memory (8). Attention to prior knowledge and misconceptions help students share and make connections to explicit integrate new information. Providing real world connections, multiple perspectives and emphasizing relationships between facts and skills helps strengthen the acquisition of new information and content understanding.
Rehearsal is an vital feature of Information Processing. When students have opportunities for practice of procedures and skills, both supervised and individually, content understanding is strengthened.
Communication of concept is the essential component of new content. Multiple examples and non examples is one way to support new information acquisition
Through attachment theory we learn that the behavior from a parent that is positive and secure gives comfort to explore and can trust that the parent will always be there (5). My ability to follow students leads, be flexible and encouraging will give students the security to take the lead, be responsible and autonomous. The best way to be mindful of adolescent perspectives is to always connect content to real life. The importance of real world applications is infinite in a school setting, and especially for young adults.
Withing our paradigm of Information Processing Theory, the mind connects new information with existing knowledge through rehearsal(8). Effective rehearsal become more and more refined, with dialogue, practice and feedback. To improve or expand on skills and knowledge the feedback given must be constructive and useful, and have a dialogue with exchange and follow up questions. Student responses to teacher feedback can expand and clarify new content being acquisition in long term memory.Assitance can be provided through scaffolding and hints, all the while providing encouragement.
Analysis and Inquiry
Higher order thinking skills are developed in the Information Processing Theory by executive functions- analysis, inquiry and meta cognition(8). Complex tasks using multiple components like brainstorming, interpreting data and developing arguments facilitate higher order thinking by retrieval of multiple parts of a students long term memory and elaboration upon them
Meta-cognition, where students reflect on their performance is another way high-order functions and long term memory interact to strengthening connections between new and old information. Having student explain their thinking, self evaluate and plan helps organize information that new and old. Meta-cognition provides opportunities for relating items of information and for emphasizing concepts.
Structured questioning and in depth dialogue about content leads to deeper understanding. Higher order thinking guides rehearsal, culminates new content and its connections to older knowledge and focuses attention. When artfully administered the Socratic method of cumulative questioning and dialogue can be enjoyable as well strengthen understanding
Instructional Dialogue can be facilitated by open ended questions, repetition and extension, active listening and pauses to consider and reflect.
9. Hafen, Christopher. et al. "The pivotal role of adolescent autonomy in secondary school classrooms. Journal of Youth Adolescence. Vol 41 (3). National Institute of Health.c2012. 245-255
Keeping students engaged throughout the year is a challenge for any teacher. Giving students autonomy in the classroom helps them take ownership of their learning "students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course"(9,pp.245)
In Self-Determination theory students become motivated intrinsically through competence, connection and autonomy (10). Competence and connection are emphasized in other aspects of the Teaching Through Interactions Framework introduced at the beginning of this presentation. Student engagement however is most rooted in the need for autonomy "Environments that support autonomy are associated with increases in motivation and greater psychological adjustment....Indeed some have argued that the encouragement of autonomy may be the most salient developmental context for adolescent growth"(9)
Instances of disengagement will be met with a change of program, perhaps a change of room or new activity based on student input.
10. Ryan, Richard M. Deci, Edward L "Self-determination theory and the facilitation of intrinsic motivation, social development and well-being" American Psychologist. Vol 55 No.1. American Psychological Association. 2000. pp 68-78