what it takes to be an effective teacher in the year 2010 and beyond

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

What it takes to be an effective

teacher in the year 2010 and beyond....

Compiled by:

Nora LopesSarah MathesonSarah MontefioreMelissa Robinson

Craig Winchcombe

Contents

Teachers of Today

Unfortunately there are still 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 ghastly boring for the students. What it

takes to be an

effective teacher in the year 2010 and

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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.

It’s interesting, yet a staggering set of circumstances that is ahead of us and the children of today. Contemplating the amount of development and change in the last, nearly 100 years, it’s somewhat scarier, the concept that everything will move faster, be more involved and could quite possibly be less likely to be understood because of the speed of development.

What it takes to be an


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 20th 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).



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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 21st 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, in the way they access, absorb, interpret, process, and apply information, and above all, in the way they view, interact, and communicate in this technology-rich world. They expect IT to be part of their learning, and to be adding value to the whole student experience. It has been said that students don't see technology as something that is separate from teaching and learning.

For example, just by exploring the generational divide between those who have grown up in the computer age and those who haven't we see that digital students are more visual learners and it has been said that today’s youth actually speak digitally. Kindergarten students of today are using magic whiteboards from their first day of school and see connected classrooms as normal learning experiences.

Computers support communications beyond classroom walls, thus enabling schools and communities to provide an environment for cooperative learning, for development of higher order thinking skills, and for solving complex problems (Shelly et al, 2008). They can provide unique, effective, and powerful opportunities for many different types of instruction and learning.

Digital Students

The role of the teacher in the 21st Century classroom



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The new role of the teacher in the 21st Century classroom requires changes in teachers’ knowledge and classroom behaviors. The teacher must know how to:

- Act as a classroom facilitator, utilise appropriate resources andopportunities to create a learningenvironment that permits eachstudent to develop his/her own knowledge. The teacher must be in tune with their students and knowhow to pace lessons and supply meaningful work that activelyengages students in their learning

-Establish a safe, supportive, and positive learning environment for all students. This requires planning on the teachers behalf to avoid safety risks, to form room arrangements that support learning,

and to provide accessibility to students with special needs. The teacher is capable of controlling multiple learning experiences to create a positive and productive learning environment for all the students in the classroom. Classroom procedures and policies play a vital role in creating a positive learning environment. The teacher evaluates and implements effective classroom management techniques in a consistent manner, utlising routines and procedures that increase instructional time. Resulting in students knowing what is expected of them, and the teacher knows how to effectively mange disruptions so there is no adverse impact on students’ instructional time.

The role of the teacher in the 21st Century classroom



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• Have long & short term plans

• Encourage cooperation amongst students. The teacher models and supports democratic values and processes that are fundamental in the real world.

• Provoke students’ curiosity and intrinsic motivation to learn. The teacher assists students become independent, creative, and critical thinkers by providing experiences that develop his/her students’ independent, critical and creative thinking and problem solving skills. The teacher also grants adequate amount of time for students to complete tasks, and is clear about expectations. Students are actively involved in their own learning within an environment that respects their unique developmental requirements and fosters positive expectations and mutual respect.

• Make students feel appreciated. The teacher focuses on cooperative group effort rather than individual competitive effort through collaborative projects and a team spirit.

• Communicate effectively with students, parents &colleagues through written, oral, and technological communication to establish a positive learning experience.

• Encourage cultural awareness and cultural sensitivity in students

The future classroom



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“effective authentic teachers in the 21st century combine a living curriculum, media and technology with an

inspirational classroom to empower and engage”(missmelissa73, 2009)

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. Few individuals would deny that learning (or some closely related concept to learning) is the primary purpose of education and that teaching (in one form or another) is the foremost means by which that goal is accomplished (Schuell, T., 1993).

If we are to meet the challenges of the 21st Century then we need to be constantly learning,communicating and reflecting. We live in a world which is “changing faster than ever in our history” (The Element, Ken Robinson). This requires diverse and complex training and development requirements, managed through a combination of formal and informal learning experiences.



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21st CENTURY STATEMENT OF TEACHER RESPONSIBILITIES:

In order to adequately prepare today's students for their future, teachers must effectively participate in professional learning networks, share and model the use of current internet tools, lead authentic, integrated project-based learning activities, assist students as they establish their own learning networks and digital footprint, learn alongside our students as they create, collaborate, and share, provide sufficient learning opportunities for students to become digitally literate and fluent, while also inspiring each child to be quality, digital, global citizens.

Theories of Teaching and Learning

The effective teacher would use the authoritative approach which is described by Whitton, D, (2004, p186) “Authoritative teachers provide and effective model of competence. Established expectations are rationalised to explain their purpose. Students are encouraged to think of the benefits associated with certain procedures”.



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Teachning Theories – The Authoritative Teacher

AuthoritarianPermissiveAuthoritative

Various approaches to Teaching

The 21st Century Learner



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We have heard a lot about the 21st Century Learner. We know that they are:

Collaborative

Adaptive

Communicators

Immediate &

Instant

Require Instant

Gratification

Information, Media & Technology Savvy

Creators and Adaptors

The 21st Century Teacher



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What about the 21st Century Teacher? What are the characteristics we would expect to see in a 21st Century Educator? We know they

are student centric, holistic, they are teaching about how to learn as much as teaching about the subject area. We know too, that they

must be 21st Century learners as well. But teachers are more than this. Characteristics of the 21st Century Teacher are:

The AdaptorThe Communicator

The Learner The Visionary

The Leader

The Model

The CollaboratorThe Risk Taker

Characteristics of a 21st Century Teacher



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The Adaptor: The 21st century teacher is an adaptor. Controlled by an assessment focused education model the 21st century teacher is obliged to adapt the curriculum in imaginative ways.They must also adapt technology into the classroom suitable to various age groups and abilities. An effective teacher is aware that technologies may fail in the middle of a lesson and have backup plans if this occurs.

An effective teacher is conscious of different learning styles and how to apply them. Due to these different modes of learning a truly effective teacher adapts their teaching styles to ensure each student is catered for.

The Visionary- imagination is a vital element of a adaptability for the teachers of today and tomorrow. Technology has produced many resources for teachers to utilise in their classroom a Visionary teacher is aware of the benefits of emerging tools and web technologies and can envisage and manipulate them to assist learning.

The Collaborator- An effective teacher must be able to leverage collaborative tools such as blogger, etherpad, wiki, facebook, MSN etc to enhance and captivate students. Teachers themselves too, must be collaborators; sharing, contributing, adapting and inventing

The Risk taker- Teaching involves taking risks and some times surrendering yourself to the students knowledge. An effective teacher has a vision of what they want and what the technology can achieve, identify the goals and facilitate the learning. Use the strengths of the digital natives to understand and navigate new products, have the students teach each other

Characteristics of a 21st Century Teacher



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The Learner- The 21st century teacher must commit to life long learning and continue to absorb experiences and knowledge. They must strive to stay current and up to date with policies and procedures.

The Communicator- The21st Century teacher is a communicator. They are confident with tools and technologies that permit communication and collaboration. They go beyond learning just how to do it, they also know how to facilitate it, stimulate and control it, moderate and manage it.

The Model- Teachers are often the most consistent part of a students life. They teach values therefore an effective teacher must model the behaviours they expect from their students

These teachers also model a number of other characteristics:

The Leader- An effective teacher possess the following attributes of a leader; Vision, incentives and action plan

Tolerance

Global Awareness

Acceptance

Reflection

A wider view than just their curricula areas

Motivational Theories



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As with learning, different theories of motivation offer frameworks for understanding student motivation. Theoretical views of motivation are outlined as:

Behaviorist Theories

Congnitive and Social Cognitive Theories

Sociocultural Theories

Humanistic Theories

What is Motivation

“Motivation is the process whereby goal-directed activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008,p.4). Student motivation lies in the core of influencing performance and acheivement at school. With the fast growing technological advances and a growing knowledge base, it is essential that motivation be continuous .

“Behaviorism views learning as a change in behaviour that occurs as a result of experience, and it treats motivation the same way. An increase in the amount of time spent studying is viewed as evidence of motivation, so reinforcers, such as praise, comments on homework, and good grades are motivators” (Schunk et al., 2008)



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How Motivation Impacts on Learning

Goal Purposes for Engaging in Learning

Mastery •To acquire knowledge and increase competency for enjoyment and the development of skills

PerformanceApproach & Avoidance

•To demonstrate one’s ability and competence relative to others, attain certain grades/marks, or to obtain tangible rewards•To avoid the demonstration of lack of ability•To avoid expending energy by minimising effort

SocialAffiliationApprovalResponsibilityStatusConcern

•To enhance a sense of belonging•To gain the approval of peers, teachers, and/or parents•Out of sense of responsibility to others, or to meet social obligations•In order to maintain/attain social position in school and/or later in life•To be able to assist others with tasks.

Student motivation influences both the learning journey and the meeting of expected outcomes. Motivation can be grouped 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).

Whitton, D (student motivation ch 17

Motivational Goals

Effective Classroom Management



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A well managed classroom impacts of the motivation of students within the environment.

An effective teacher possesses skills in classroom management and organisation along with providing a positive classroom environment. Considerations in effectively managing and organising the classroom involve the teaching of routines and rules for understanding of goal behaviours and a consistent, enthusiastic approach by the teacher to maintain a positive, calm working environment.

Principles of Planning for Classroom Management

Goals of Classroom Management

Developmental differences

Management & Instruction

Organization Rules & Procedures

Setting the tone

Providing an environment of caring & trust

Developing Learner Responsibility

Maximizing Time & Opportunity for Learning

Professional Knowledge Base



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To ensure a Professional knowledge base educators must commit to lifelong learning which involves keeping up with and understanding of technologies used to be able to implement them into the classroom to support students of today and the future. Ongoing training in these technologies is a requirement of teachers.

A professional knowledge base can be achieved through in-service training days held at the school and informal training days which take place during staff development days. “As professional’s, teachers need to update and improve their expertise and practice continually through formal and informal professional development” Groundwater-Smith, (2007, p334).

Classroom management and organisation along with creating a positive classroom environment are also paramount in being an effective teacher.

As said by Groundwater-Smith, (2007, p334) teachers should “involve themselves in research to strengthen and expand the knowledge base of teaching” and “be advocates for students and the teaching profession”. The effective teacher’s knowledge needs to cover the social, cultural and learning needs of all students and knowledge of developmental characteristics of each individual student.

Pedagogical Knowledge



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Knowledge of Content and Pedagogical Content knowledge differ from General Pedagogical knowledge in that they are domain specific, meaning they cover knowledge of particular areas. 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)

General Pedagogical Knowledge

Instructional Strategies

Classroom Management

Collaborative and Cooperative Learning



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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.

From a Vygotskian viewpoint groups can offer opportunities for discussion and language use and this can assist learning. If groups are well structured then theoretically, more knowledgable peers can scaffold less knowledgeable students learning (Featherston, T 2006).

From a Piagetian view, having others in the group with a divergent view can create cognitive dissonance leading to assimilation and accomodation (Featherston, T 2006).

For collaborative and cooperative learning to impact positively on learning educators need to:

Collaborative and Cooperative Learning &

it’s impact on the classroomWhat it

takes to be an


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The impact of Collaborative and cooperative learning on the classroom when working in well established and structured groups can benefit students by:

Giving students an equal opportunity in achieving desired goals.

Can enhance less able students understanding of topic. Enhance social skills in working with peers and in

leadership skills. A wide range of thinking skills are utilised when students

are explaining, negotiating and solving problems. Emotional development through ideas being supported in

an enthusiastic and encouraging group.

To be effective, expectations and outcomes need to be clearly stated. It is important that the students do most of the cognitive work.

ConstructivismWhat it takes to be an


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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.

These are the 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)

How Constructivism Impacts Learning



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Constructivism calls for the elimination of a standardised curriculum. Instead, it promotes using curricula customised to the students’ prior knowledge. Also, it emphasises hands-on problem solving.

The Curriculum

Instruction Under the theory of constructivism, educators focus on making connections between facts and fostering new understanding in students. Instructors tailor their teaching strategies to student responses and encourage students to analyse, interpret, and predict information. Teachers also rely heavily on open-ended questions and promote extensive dialogue among students.

Assessment Constructivism calls for the elimination of grades and standardised testing. Instead, assessment becomes part of the learning process so that students play a larger role in judging their own progress.

• 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)



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Connect data from a variety

of sources

Modify Practice

Analyse and

reflect on data

Evaluate Student Learning

ReflectionCycle

Reflective Practice is the process of conducting a critical self-examination of one’s teaching (Eggen & Kauchak, 2010). It’s major aim is to produce an improvement on practice. It involves a conscious effort to plan, describe and reflect on the process and outcomes of the action. Reflective practice is a clear cycle of separate moments as one engages in completely different activities.

As Eggen & Kauchak, 2010 explain, “Every decision we make is designed to increase learning and learner development. So the process of decision making centres on one simple question:

“Did this decision increase learning as much as possible?”

If it did, it was a good decision; if it didn’t, we need to make changes in the future.”

Draw conclusions about the impact

of Teaching on Student Learning


effective teacher in the year

2010 and beyond...

.

Theories of Child Development

Cognitive- Developmental

Theory

Behaviourism Biological Theory

Social Learning TheoryPsychodynamic Theory

Cognitive Process Theory

Sociocultural Theory

Developmental Systems Theory

BEHAVIOURALCONSEQUENCE

REINFORCEMENTAn event that decreases

the likelihood that a behaviour will recur


effective teacher in the year

2010 and beyond...

.

PUNISHMENTAn 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 PUNISHMENTAn decrease in behaviour

that results from a stimulus being removed.

Figure 6.1 Consequences of behaviour (Eggen & Kauchak, 2010)

Behaviourism

Social Learning Theory



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.McDevitt & Ormord (2010) defined social learning theory as a theoretical perspective that concentrates on how children’s beliefs and goals have affect their actions . Social learning theorist have proven that behaviour is not just a reaction to a reward or a punishment in the immediate environment. Children can predict consequences of their actions and select behaviours accordingly, regardless if they have been reward or punished for particular behaviours in the past. In addition children often learn by observing others and what consequences follow those behaviours.

Environmental stimuli influences children'sactions & feelings

Children imitate others behaviours, wether desirable or not

Psychodynamic TheoryPsychodynamic theories defined by McDevitt & Ormord (2010) focuses on how social and personality development is affect from early experiences , internal conflicts and the environment . These theories state early experiences are a vital element for developing characteristics and behaviours later on. Psychodynamic views created a lasting contribution by focusing on the importance of social-emotional needs. Though this theory has a substantial weakness, as it is difficult to support claims with research data. Students often have mixed and confusing emotions, psychodynamic theories reminds teachers be aware of this in their classroom. Teachers can assist students by encouraging them to express their feelings with an approach that both honestly reflects their experiences and are acceptable to others.



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.Theoretical view acknowledged by McDevitt & Ormord (2010) as inherited physiological structures of the body and brain that assist survival, growth and learning. Past biological theories suggested maturation of children's bodies and motor abilities, resulting to the conclusion children walk when they are physically ready, and puberty commences when appropriate hormones are set off by a biological clock. An effective teacher observes children’s natural tendencies and supplies stimulating materials in the classroom to attract children to engage in educational activities that are specifically designed to cater their current developmental requirements. Historical biological perspectives overlooked the effects of children's experiences on development. Compared to current views that suggest genes are flexible instructions that combine with environmental experiences to affect the child. Key principles teachers should be aware of in the classroom are:

- Children's abilities and interests are limited by maturational levels- Children's physical abilities provide valuable functions for them as it allows

grow and age appropriate exploration.

Understanding a child's natural inclinations assists teachers to supply appropriate activities, structure and guidance in the classroom.

Biological Theory

Relevant example:

Preschool children are inclined to be physically active therefore they need regular scheduled time outdoors to play.



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.

Relevant example:

Preschool children are inclined to be physically active therefore they need regular scheduled time outdoors to play.

Cognitive Process Theory

The theoretical perspective of cognitive process theory as described by McDevitt & Ormord (2010) highlights the exact nature of human mental operations. Theorist examine how people construe and remember what they see and hear and how these process change through the duration of childhood an d adolescence.



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Sociocultural Theory

Developmental Systems Theory

Cognitive-Development Theory

Cognitive development theorist focus on major alterations to the underlying arrangements of thinking over the duration of development

Conclusion



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.To ensure students are productive members of the 21st century, it is essential to move beyond the skills of the 20th century and master those of the 21st century. The characteristics of the 21st Century classroom will be very different from classrooms of the past. Effective teachers in the year 2010 and beyond will certainly need to adapt in order to use new tools and methods that technology produces as we now living in a technology rich society. An effective teacher is aware of different learning needs and has numerous teaching strategies to achieve learning outcomes.



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Teaching 2010 & Beyond

http://www.youtube.com/watch?v=gJtGCfMq85c





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Social Cogntive Theory

References

what it takes to be an effective teacher in the year 2010 and beyond

Documents

todays students

future teachers

motivating students

students dont

effective teacher

new teaching

todays society

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