Teaching and Instruction – A Developing a Framework for Teacher Knowledge and Skills (V1)Pedagogy – definitions, specific content pedagogy Concepts – knowledge and skillsStudent learning is the fundamental purpose of schooling.Sarason – What keeps children eagerly pursuing knowledge? Success. If it is to be, then it’s up to me! Leadership for curriculum and instructional improvement

What are the essential knowledge, skills and understandings?

Understanding the principles for effective T & L - Intelligence is variable, multifacetedMicro level – classroom, identify a shared vision for learningWhat is it? How do you do it? Knowledge of conceptual base/sKnowledge and skills of continuous improvement process, dialogue, dialogue, and common goals (SREB). How to engage teachers? Develop capacity, enable, expand expertise, lead an inquiry approachNeeds, priorities, where are we now, we do we want to be? How do we get there?

Models for learning and inquiry Framework or cycle, explicit and systematic model/s, sequence, chunking, monitoringLearning theories – cognitive development Theory/research to practice, concept to classroom. Implications fir classroom

Creating meaningful discussion about how to improve student learning, identify effective models, instructional strategies, methods and skillsBrain-based, MI, learning styles, multisensory methods, need to match what is learnt and how it is learnt. Help students to learn through a range of “styles”. Perception and processing, concrete v abstract, reflect v actionCreating connections in the brain – meaningful patterns, hooks, create new meaningAttention and memory – participation and practice increases learning, learning re/organises the brainMotivation for active engagement, ability to persevere, persistence with successDevelopmentally appropriate – adolescent development, scaffolding (structure, support, sequence)Identify current beliefs and effective practice, align actionEmotional intelligenceSuccess of earlier learning - self esteem, self concept, self efficacy

Teaching – effective instructional techniques and strategies based on research and experience

Direct, interactive, moderate challenge, active, constructivist, scaffolds, research and information processing skillsWhat are the conditions of transfer? Transfer of learning promoted by knowledge of principles which can be applied in new contextsSmall steps

Standards framework Curriculum: Depth v breadth Assessment: formativeOutcomes, content, skills, marking guidelines, feedbackAssessment, evaluation – performances, portfoliosIntegrated curriculum - themes

Learning Environment Culture, ethos, learning community, learning talk Student/learning centredHigh expectations for student achievement. All students can learn.Class organisation/compositionSupport systems for studentsFeedback – examination of work samplesRecognitionImplications of diversityDifferentiated for diversity – many factors, enrichment, meet special needs, under-achievementFlexible grouping: Independent, cooperative teams, collaborative interactions and meaningful projects, hands-on, Choice of instructional materials/resourcesHomework, study skills, tests skills

Prior learning Baseline assessment/testing, find starting point, identify readiness, diagnose needs, make connections. Strategies- advance organisers, anticipation guides, pre-teachUse current knowledge to construct new knowledge – may help or hamper learning

Focus on literacy and numeracy Reading, writing, spelling, grammar, social purpose and text types

Thinking Higher –order, critical, creative, metacognitive, self-awareness, reflection, self regulation and evaluation, lifelong learning (how to learn) skills. Strategies for learning, decision making, problem solving and generating, communication and interpersonal skills. Wait time.

Questioning Convergent and divergent, open-ended, promote discussion, promote exploration and inquiry, teach active listening, value of difference and controversy. Guide on the side, “How do you know that?”

Contextual learning Real world/life examples, and applications, interests, use of rich resources, authentic

Technology Use to promote and improve learning

Professional development Focusing on learning - Tchart, expectations, use of data, school-based action research. Team teaching

Starting point for thinking and discussion. Can be explanded.Elaine Talbert. 6/05. Updated Feb 2006. Reviewed. Feb 2010.