Answers for the activities:
Question 1: What are the barriers for developing communication skills?
Answer:
The main communication barriers are:
The roadblocks to communication are:
Responses that communicate unacceptance:
Response that tend to communicate inadequacies or faults:
Messages that try to make the student feel better or deny there is a problem:
A response that tends to try to solve the problem for the student:
Messages that tend to divert the student or avoid the student:
(Source: Ewing et al., 2010; Perlitz, 2007)
Question 2: List the five important things that you would include in your ‘portfolio’ as a pre-service teacher:
Answer:
I would keep the following five important things.
1. Treating all the students equally with respect and dignity. Promoting diversity and inclusive education. Maintaining eye contact with students and remembering and referring students with their names. Building academic trust with students.
2. Establish positive, inclusive, safe and energetic classroom environment by incorporating humour.
3. Providing the purpose of studying, real-life examples, graphic organisers and inspirational strategies to engage and motivate students.
4. Choosing authentic educational philosophies appropriate for varied learning styles, needs and abilities.
5. Empower students to take responsibility for their own learning. Develop self-regulated thinking and lifelong learning attributes in students.
I am confident that the above strategies will achieve learning outcomes in all learners and prepare students to be productive lifelong learners.
Question 3: What are some of the benefits of understanding the needs of learners within the various phases of learning?
Answer:
The benefits of knowing the needs of learners within the various phases of learning:
Question 4:
Do you believe in catering for the emotional, social, physical and intellectual development of students?
If you do Then you must also believe that students should have learning opportunities appropriate to their social, emotional, physical or intellectual development.
Then you will
Profile the learners (see the Learning Design Process in Appendix 1) and understand their characteristics, learning styles, preferences and needs. Create student-centred authentic learning activities by adopting effective pedagogies and assessment strategies.
Question 5: Adolescent brains differ from adult brains, neurochemically and anatomically, and in terms of activity levels. A number of dramatic changes begin to occur in the brain in early adolescence. What is the resolution for this challenge?
Solution:
Question 6: Middle school students often display poor cognitive performance in situations such as timed examinations. What strategies would you use for their cognitive development?
Cognitive development:
Problem-based learning (see Appendix 2): Fuller (1998) suggested that problem-based learning aid students to form complex neural connections through higher order thinking processes and assist brain's development. Problem-based learning engages learners actively and purposefully in learning and develops their thinking and reasoning skills (Killen, 2013, p. 263). In this approach, students build flexible mental models, enabling them to effectively link prior knowledge with new situations (O’Donnell et al., 2011, pp. 61-62).
Jigsaw (see Appendix 3): In this strategy, each student initially concentrates on mastering a small portion of the material to be learned and then shares his/her understanding with other students (Killen, 2013, p. 247). In this approach, students develop critical thinking including identifying the important ideas from the learning material, summarising and explaining to other team members (Killen, 2013, pp. 247-250). This cognitive elaboration process assists students to understand and remember the information (Killen, 2013, p. 229).
Cognitive activities: Mayer (2004) declared that cognitive activities i.e. learning by thinking promote deep learning. This view is corroborated by neuroscience research and constructivist perspective (Sousa, 2010; Willis, 2006; Stahl, 1997, as cited in Killen, 2013, p. 229).
Question 7: Do you believe in assessment and evaluation?
If you do You must also believe that your effectiveness as a teacher should be continually evaluated.
Then you will
Believe that life is a continuous learning process therefore it is essential to regularly examine one’s own attitudes and teaching practices, invest in continuous professional development and communities of practice to adopt productive instructional design strategies and technological resources to deliver quality and inclusive education for everyone.
Question 8: Do you believe student is a unique individual living in a unique environment?
If you do You must also believe that students should be accepted as people in their own right.
Then you will
Appreciate that students come to school with varying abilities, aspirations, attitudes, beliefs, and cultural values. Inclusion depends on teachers’ attitudes towards students with special needs and differences in classrooms and their willingness to deal with those differences effectively. “Nothing is more unequal, than the equal treatment of unequals”. I believe teachers need to provide adequate support for individual student’s requirements and assist them to reach their own potential.
Establishing a classroom environment that is suitable for different learning styles and encouraging students to respect similarities and differences equally is absolutely imperative. Having a strategic seating arrangement that encourages children to work with learners of mixed abilities and take turns at leadership roles provides an opportunity to develop acceptance and tolerance among students. An important aspect of equality is an acceptance and celebration of difference.
Teachers need to ensure that all students are treated sensitively so that everyone is accepted, supported, engaged, valued and given equal opportunity and access to learning resources.
(Source: Ewing et al., 2010; Hyde et al., 2010)
Question 9: Do you believe in involving parents in the school community?
If you do You must also believe that the influences of home and school should be in harmony
Then you will
Encourage parents to stay connected with their child’s learning. Involve parents in designing their children’s learning experiences and assessment and reporting frameworks. Welcome parent involvement in assemblies, special events, award ceremonies and leadership presentations.
Question 10: Do you believe in students developing a realistic self-concept?
If you do You must also believe that students should develop the confidence to make choices and be adaptable
Then you will
Incorporate effective Dimensions of Learning (DOL) strategies for encouraging students to develop positive attitudes and perceptions towards learning and further inspire students to develop productive mental habits. Make students realize that they have the capabilities to complete academic tasks, and encourage students to use positive self-talk to enrich their self-esteem and learning confidence (Marzano & Pickering, 1997).
Question 11: Do you believe in helping students develop communication skills and the ability to interact effectively with others?
If you do You must also believe that the development of skills in all forms of communication should be an important aim
Then you will
Embed whole class discussions, presentations, reflection activities, peer-teaching, reciprocal teaching, role plays and collaborative activities such as jigsaw, six hats etc.
Question 12: Do you believe in students being actively involved in their learning?
If you do You must also believe students should interact with their environment, both natural and man-made.
Then you will
Induce curiosity in students learning so that they take ownership for their own learning. Encourage students in developing intrinsic and extrinsic motivation to realise their full potential and accomplish academic excellence and fulfill their life aspirations.
Question 13: Where are you now in your professional development? Write specific statements that could be included in your Individual Learning Plan (ILP) in the Professional strengths and Professional challenges resource.
Teaching and Learning:
Strengths: Capable of developing profound learning experiences involving technology.
Challenges: Finding it challenging to achieve the lesson objectives within the time period due to excess content.
Building Relationships:
Strengths: Adept at developing smooth relationship with students, teachers, parents and fellow student-teachers. Polite and treats everyone with respect and dignity.
Challenges: Behavioural management of middle phase students is often challenging.
Reflective Practice:
Strengths: Keen to learn. Respond well to criticism and willing to learn from the mentor teacher and fellow student-teachers. Acquiring effective teaching strategies and learning theories through university course work and discussion forums.
Challenges: Not getting enough sleep due to university studies. Missing out on an important phase of REM sleep that is required for learning and memory.
Question 14: Research shows that middle year learners are disengaged? How will you engage them in learning activities?
Positive student-teacher relationship (see Appendix 4) is vital to enhance student’s engagement in school and their motivation to learn. This also addresses the adolescent's basic need of belonging and acceptance, and enriches their engagement and learning confidence and improves middle year student’s school retention.
Renate and Geoffrey (1991, as cited in Howard & Fogarty, 2004, p. 28) endorsed that learning is enhanced by challenge and inhibited by threat (Caine & Caine, 1991). Challenge engages the mind and brings about intense concentration. It is vital to embrace learner-centred educational philosophies and provide opportunities for students to master skills in a challenging, exciting and cooperative learning platform (see Appendix 5)
Question 15: How will you make lessons relevant and meaningful for middle phase students?
Adolescents have preference for real-life situations (Carrington, 2002, as cited in Dargusch & Ham, 2013). Include real-life examples in the curriculum and assessment to make it meaningful for young adolescents. When the learning has personal relevance, knowledge is constructed more easily, and creative ideas are generated and deep understanding results (Fogarty, 1997, as cited in Howard & Fogarty, 2004, p. 149). The in-depth learning has the potential to engage students’ imaginations and emotions in learning and build their confidence and pride and inspire students to keep learning and develop lifelong learning skills (IERG, n.d.).
Question 16: Aristotle described young people as passionate, irascible, and apt to be carried away by their impulses (Larson & Lampman-Petraitis, 1989, as cited in Knipe, 2007, p. 106). How would you deal with this situation?
Research presents that the things that make young people happy and productive include supportive schooling and high quality interactions with teachers (Park, 2004, as cited in Knipe, 2007, p. 107). It is crucial to ensure that students are comfortable and energised in the classroom and develop feelings of self-worth and importance.
Question 17: Research shows that middle year student’s school retention rate is low (Education and Training Reforms for the Future, 2002). What is the role of teacher in assisting students to develop positive attitudes and perceptions towards learning?
Reupert and Maybery (2006, as cited in Knipe, 2007, p. 115) declared that developing a positive relationship with students is the backbone of effective pedagogy (see Appendix 6). The research evidence supports the view that teachers need to be friendly, firm and relate well to their students for creating an inspiring learning atmosphere (Pendergast & Bahr, 2010, p. 265). Students learning in an encouraging classroom climate develop positive attitudes and perceptions (Marzano & Pickering, 1997). Dargusch and Ham (2013) stated that learning is affected by the context in which an idea is taught as well as by student’s beliefs and attitudes.
Question 18: Young adolescents crave the attention and response of others (Ewing et al., 2010, p. 191). What is the most effective strategy to address this objective?
When teachers make an effort to nurture young adolescent’s psychological models, students experience a wide range of positive educational and developmental outcomes (O’Donnell et al., 2011, p. 454). For example, the Australian Association of Mathematics Teachers (2002) advocate that appropriate learning environment fosters understanding and enjoyment of and enthusiasm for mathematics. The use of collaborative and cooperative learning in classrooms has the potential to provide the social and emotional support students need from their peers. Peer-assisted learning promotes greater interaction and respect among diverse students. This learning philosophy is corroborated by the social learning theory implying that people learn a great deal by imitating others (Siemon et al., 2011).
Question 19: What is the benefit of journals with metacognitive reflection strategy?
This is a brain-based learning and active information processing strategy that methodically arouses and strengthens the inner capabilities of adolescents (Caine & Caine, 1991; Hiemstra, 2001). Young adolescents are highly sensitive to criticism and exhibit rebelliousness towards authority figures (Carrington, 2013, as cited in Dargusch & Ham, 2013). They have a need for independence and self-assertion (BTR, 1999, as cited in Dargusch & Ham, 2013). Journals offer a lot more flexibility and privacy for students to record their logical thought processes and learning’s through self-assessment. It is an effective mechanism for strengthening student’s reflective and metacognitive skills and developing deep understanding in students (Howard & Fogarty, 2004, p. 176).
Question 20: Young adolescents go through tremendous brain growth and development at different times and progress through it at different rates (Lorain, n.d.). What strategies can help students to learn regardless of their designated differences?
While early adolescence is a time of tremendous growth for students, it is also a time when much learning can and should take place (Stowell et al., 1996, p. 42). The differentiation strategy assists students to achieve the learning objectives though different paths (The Learning Place, n.d.). This correlates with the constructivist approach, constructing learning to suit the needs of the learner, usually adapted in the middle phase of learning (Dargusch & Ham, 2013). This approach of learning aids to reduce the gap between the high achievers and the low achievers (Ontario Ministry of Education, 2011).
Question 21: Young adolescents have a low threshold for boredom (Pickhardt, 2012). How will you design learning experiences suitable for young adolescents?
Human brain pays attention to the meaningful information that causes an emotional response (SPOTS, n.d.). Emotions are the gate way to attention and attention then is the gate way to higher order thinking and lifelong learning (Howard & Fogarty, 2004, p. 190). Games offer students an exciting learning platform to develop logical and strategic thinking at their own level (Vale, n.d.). Howard and Fogarty (2004, p. 161) advocate that ‘the concept of fun is not to be underestimated in middle years learning’. The interactive games, based on fun, catalyse motivation and meet the multiple intelligences of twenty-first century young adolescents (Molyneux & Godinho, 2012).
Question 22: What are the benefits of interactive on-line activities for young adolescents?
Identity formation is predominant in young adolescents’ lives (Coil, 2003). The opportunity to explore who they are in an inspiring environment is important to them (Stowell et al., 1996, p. 61). Tiered interactive activities provide a stimulating environment in which students experiment with what they know without fear of being criticised unduly. The thrill, instant gratification and feedback offered by digital resources inspire students to learn with enthusiasm and passion and contribute towards shaping a cohesive self-identity (Knipe, 2007, p. 32; Finnan & Kombe, 2011).
Question 23: How will you help students who have developed negative disposition and fear towards a particular subject?
Progressing learning from easy to more difficult, familiar to unfamiliar, routine to non-routine (QSA, 2012), breaking the tasks into manageable sections, making students believe that they have the capabilities to complete tasks and encouraging students to practise positive self-talk is likely to overcome student's fear of subject.
Question 24: Young adolescents often exhibit disruptive behaviour and rebelliousness towards control (Coil, 2003, p. 38). How will you manage this behaviour?
One strategy that can be used to manage this problem is to involve students in making the rules and in discussing how they will be enforced (Spear, 2010). It is imperative for teachers to continuously review the practices and select the appropriate techniques for managing the behaviour of middle school students.
Question 25: What are the advantages of small group activities in the middle phase of schooling?
The use of small group work in the classroom is a way to manage middle phase students learning as this offers greater intimacy and involvement, mutual respect and can help students to achieve their potential (Reid et al, 2002, as cited in Dargusch, 2013). In the cooperative learning situation, students develop cognitive skills, social and personal competencies through equitable participation (Barry & King, 1993, as cited in Dargusch, 2013). These are the developmental milestones of middle school learners as advocated by Zembar and Blume (2009).
Question 26: Teens may suffer dips in their self-esteem and have tremendous anxiety over their looks, schoolwork and friendships, etc. (King, 2002). How will you help them to develop self-confidence?
Early adolescence is a time when positive interventions can make a difference (Stowell et al., 1996, p. 14). Inclusiveness, learner-centred philosophy that focuses on the whole student (personal, social and academic), Social Emotional Learning (SEL) and positive school culture are fundamental to maximising appropriate behaviours and achieving academic excellence (de Jong, 2005, pp. 226-241). Dinham and Scott (2000) advocate that building resilience through middle schooling is essential for solving a range of academic, personal and social problems.
Question 27: Research shows that goals for middle school learning is more oriented towards using their minds to think critically and less about mastering basic skills (Braggett, 1997). List few teaching strategies that would help students to accomplish this goal?
Concept formation, metacognitive reflection (Hinett, n.d) and mental rehearsal strategies (Marzano & Pickering, 1997) help students understand the concepts rather than memorising the facts.
Question 28: How will you induce energy within the middle phase of students to improve their academic learning?
Interest and motivation is essential to promote energy within the middle phase of students (Howard & Fogarty, 2004, p. 148). Provide motivational quotations, inspirational stories (see Appendix 7a; Appendix 7b) and purpose of the lessons (see Appendix 8a: Appendix 8b; Appendix 8c) to nurture student’s interest in learning. Include intriguing questions and interesting tasks in the instruction for inviting young adolescents into the curriculum. Excellent teachers arouse curiosity, challenge student’s thinking and actively engage them in learning (Australian Association of Mathematics Teachers, 2002). It is vital to encompass wide variety of stimulating activities such as online interactive quizzes, role-plays and jigsaw puzzle that will ignite the spark of enthusiasm and kindle student’s energy.
Question 29: Research revealed that middle phase students possess inadequate listening skills (Braggett, 1997, p. 74). How will you enable students to develop their listening skills?
There is extensive repertoire of educational practices that are claimed by researchers and experienced teachers to work well in the middle years of schooling. “Formulate, listen, share, create” (Johnson, Johnson & Holubec, 1998 p. 114) is one strategy that is specially designed to improve student’s listening skills.
Question 30: Many middle school students do not know ‘how to learn’ on their own (Kiddey & Robson, 2004). How will you help them in learning how to learn?
One of the main objectives of adolescence is to go from dependence to independence (Coil, 2003, p. 105). It is important to give young adolescents the latitude as well as the structure to learn successfully (see Appendix 9).
Question 31: How online collaborative learning mechanism helps students to succeed academically and beyond?
Feeling successful and popular is one of the most important needs for young adolescents (Coil, 2003, p. 19). Online cooperative learning resources are excellent for students to learn from each other and show off their own talents. Students also develop self-confidence, engagement-rich exploratory behaviour, creativity and innovation. These skills are essential to flourish in the digital economy.
Question 32: Why podcasts, blogs, wikis, glogster, prezi, interactive quizzes and educational games are becoming popular in 21st century classrooms?
Digital native students are keen to use these tools as they love to play with the technology. Once they start contributing online and participate in the intellectually stimulating learning activities, they see positive outcomes and hence build self-confidence and sense of accomplishment. This sense of accomplishment will motivate them to keep learning, develop lifelong learning skills and cherish the pleasure in continuous learning (Arthur & Kallick, n.d.).
Question 33: Why lifelong learning is important?
Current generations are 3 times the size of previous generations (NAS Insights, n.d.), so there is increased competition for resources and demand for creativity and innovation competencies. There is no job security in this uncertain economy so people have to continuously look for opportunities, develop lifelong learning skills and learn how to learn (Central Queensland University, 2012). A lifelong learning attribute is essential for digital native students to adapt to the constant changes and developments, and succeed in the rapidly changing competitive globalized knowledge economy.
“The conventional idea of a linear and straightforward path leading to a job for life has been upended by globalisation, information and technology innovation and demographic shifts” (Miles Morgan Australia, 2005). “Young adolescents are now positioned very differently in relation to their preparations for the future compared to the processes that led their teachers, parents and grandparents into their careers” (Loch & Makar, 2008). Hence, lifelong learning has been identified as key reform area in our education system (Pendergast et al., 2005).
’Lifelong learning at school level is concerned with keeping students engaged in learning, and developing in those students the characteristics that will make learning an integral and valued part of their lives when they leave school‘ (Bryce & Withers, 2003). Teachers need to scaffold students to understand their learning preferences, learn how to learn and develop passion for continuous learning. Teachers should act as mentors and positive role models for inspiring students to learn efficiently and assist them to become energetic lifelong learners.
Exploratory activities:
Question 1: Consider the curriculum continuum within one of your teaching areas between Year 8 to Year 12. After viewing the relevant curriculum documents from the QSA, outline the curriculum documents you will need to be aware of
Answer:
Syllabus development
Question 2: What are different learning theories? Which learning theory is best?
Different learning theories are:
I would use all the learning theories to cater for diverse learning styles and provide authentic learning experiences for everyone. In my trigonometry class, I would initially use “Behaviourism” to teach the concepts and processes. I would use “Cognitivism” while teaching students to calculate sin, cosine and tangent ratios by relating to their prior knowledge and comparing the three ratios. I would use “Social Constructivism” to apply the concepts and solve right-angled triangle problems. Finally, I would use “Connectivism” to encourage students to extend and refine their knowledge and skills through communities of practice.
References:
Arthur, L., & Kallick, B. (n.d.). 16 Habits of mind. Retrieved from Central Queensland University moodle.
Australian Association of Mathematics Teachers. (2002). Standards for excellence in teaching mathematics in Australian schools. Adelaide: Author.
Braggett, E. (1997). The middle years of schooling: An Australian perspective. Australia: Hawker Brownlow Education.
Bryce, J., & Withers, G. (2003). Engaging secondary school students in lifelong learning. Retrieved from: http://www.voced.edu.au/content/ngv12067
Caine, R.N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Central Queensland University. (2012). EDED11449 - Principles of university Learning: course material. Retrieved from Central Queensland University moodle.
Coil, C. (2003). Surviving the middle years: strategies for student engagement, growth & learning. Victoria, Australia: Hawker Brownlow Education.
Dargusch, J. (2013). EDSE12013: Senior phase pedagogy week 8 power point. Retrieved from Central Queensland University moodle.
Dargusch, J., & Ham, M. (2013). EDSE11006 - Middle phase pedagogy weekly lectures. Retrieved from Central Queensland University moodle.
de Jong, T. (2005). Managing behaviour. In D. Pendergast and N. Bahr (Eds.), Teaching middle years rethinking curriculum, pedagogy and assessment. Cross Nest, NSW: Allen & Unwin.
Dinham, S., & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38(4), 379-396.
Education and Training Reforms for the Future. (2002). Queensland the smart state: Education and training reforms for the future. Retrieved from http://deta.qld.gov.au/corporate/pdf/etrf-whitepaper.pdf
Ewing, R., Lowrie, T., & Higgs, J. (2010). Teaching and communicating: Rethinking professional experiences. South Melbourne, Victoria, Australia: Oxford University Press.
Finnan, C., & Kombe, D. (2011, March). Accelerating struggling student’s learning through identity redevelopment. Middle School Journal, 42(4), 4-12. Retrieved from Central Queensland University library.
Fuller, A. (1998). From surviving to thriving: Promoting mental health in young people. Melbourne: Australian Council of Educational Research (ACER).
Hiemstra, R. (2001). Uses and benefits of journal writing. In L. M. English & M. A. Gillen, (Eds.). Promoting journal writing in adult education: New Directions for Adult and Continuing Education, No. 90, pp. 19-26. San Francisco: Jossey-Bass. Retrieved from http://www-distance.syr.edu/journal1.html
Hinett, K. (n.d.). Improving learning through reflection. Retrieved from
http://www.heacademy.ac.uk/assets/documents/resources/database/id485_improving_learning_part_one.pdf
Hyde, M., Carpenter, L., & Conway, R. (2010). Diversity and inclusion in Australian schools. South Melbourne, Victoria, Australia: Oxford University Press.
Howard, D.L., & Fogarty, R. (2004). The middle years: The essential teaching repertoire. Victoria, Australia: Hawker Brownlow Education.
IERG. (n.d.). A brief guide to learning in depth. Retrieved from
http://www.sfu.ca/~egan/A%20Brief%20Guide%20to%20LiD.pdf
Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1998). Cooperation in the classroom (7th ed.). Edina, MN: Interaction Book.
Kiddey, P., & Robson, G. (2004). Make their heads spin: Improving learning in the middle years. Victoria, Australia: Curriculum Corporation.
Killen, R. (2013). Effective teaching lessons from research and practice (6th ed.). South Melbourne, Victoria, Australia: Cengage Learning.
King, R.A. (2002). Adolescence. In M, Lewis (Ed.) Child and adolescent psychiatry: A comprehensive textbook (pp.332-42). Philadelphia: Lippincott, Williams & Wilkins.
Knipe, S. (2007). Middle years schooling: Reframing adolescence. Frenchs Forest, NSW, Australia: Pearson Education Australia.
Loch, S., & Makar, K. (2008, November). Lifelong learning : preparing for the future in the middle years. Australian Journal of Middle Schooling, 8(2), 5-10. Retrieved from Central Queensland University library.
Lorain, P. (n.d.). Brain development in young adolescents: Good news for middle school teachers. Retrieved from
http://www.nea.org/tools/16653.htm
Marzano, R.J., & Pickering, D.J. (1997). Dimensions of learning teacher’s manual (2nd ed.). Aurora, CO: Mid-continent Regional Educational Laboratory.
Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning?. American Psychologist, 59(1) 14-19.
Miles Morgan Australia. (2005). Australian blueprint for career development. Canberra: Author.
Molyneux, P., & Godinho, S. (2012). “This is my thing!”: Middle years students’ engagement and learning using digital resources. Australasian Journal of Educational Technology, 28(8), 1466-1486. Retrieved from
http://www.ascilite.org.au/ajet/ajet28/molyneux.pdf.
NAS Insights. (n.d.). Generation Y: The millennials ready or not, here they com. Retrieved from
http://www.nasrecruitment.com/docs/white_papers/Generation-Y.pdf
O'Donnell, A.M., Dobozy, E., Bartlett, B., Bryer, F., Reeve, J., & Smith, J.K. (2011). Educational psychology (1st ed.). Milton, QLD: John Wiley & Sons Australia.
Ontario Ministry of Education. (2011). Learning for all: A guide to effective assessment and instruction for all students, kindergarten to grade 12. Retrieved from
http://www.edu.gov.on.ca/eng/general/elemsec/speced/learningforall2011.pdf
Pendergast, D., Flanagan, R., Land, R., Bahr, M., Mitchell, J., Weir, K., et al. (2005). Developing lifelong learners in the middle years of schooling. Carlton South, Victoria: MCEETYA.
Pendergast, D., & Bahr, N. (2010). Teaching middle years: Rethinking curriculum, pedagogy and assessment (2nd ed.). Crows next, NSW, Australia: Allen & Unwin.
Perlitz, L. (2007). Professional Business Skills. Frenchs Forest, NSW, Australia: Pearson Education Australia.
Pickhardt, C. (2012). Psychology today: Surviving (your child's) adolescence. Retrieved from
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http://www.qsa.qld.edu.au/downloads/senior/snr_moderation_handbook.pdf
Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2011). Teaching mathematics: Foundation to middle years. Victoria, Australia: Oxford University Press.
Spear, L.E (2010). The adolescent brain and age-related behavioral manifestations. Neuroscience and Bio-behavioural Reviews, 24, 417-63.
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The Learning Place. (n.d.). Gifted education - differentiation. Retrieved from http://www.learningplace.com.au/deliver/content.asp?pid=33289
Vale, C. (n.d.). Victoria University of Technology: Meaningful mathematics in the middle years. Retrieved from
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http://www.education.com/reference/article/developmental-milestones-middle-childhood/
Question 1: What are the barriers for developing communication skills?
Answer:
The main communication barriers are:
- Not paying attention
- Not looking at a person
- Interrupting
- Making assumptions
- Tone of voice
- Sarcasm
- Rudeness
The roadblocks to communication are:
Responses that communicate unacceptance:
- Directing, ordering or commanding
- Warning or even threatening
- Giving “shoulds” or “oughts”, moralising or preaching
- Advising, offering suggestions or solutions
- Lecturing or giving logical arguments
Response that tend to communicate inadequacies or faults:
- Judging, criticising, disagreeing or blaming
- Stereotyping, labeling or name-calling
- Interpreting, analysing or diagnosing
Messages that try to make the student feel better or deny there is a problem:
- Agreeing, praising or giving positive evaluations
- Reassuring, sympathising, consoling or supporting
A response that tends to try to solve the problem for the student:
- Questioning, probing, interrogating or cross-examining
Messages that tend to divert the student or avoid the student:
- Withdrawing, distracting, being sarcastic, humouring or diverting.
(Source: Ewing et al., 2010; Perlitz, 2007)
Question 2: List the five important things that you would include in your ‘portfolio’ as a pre-service teacher:
Answer:
I would keep the following five important things.
1. Treating all the students equally with respect and dignity. Promoting diversity and inclusive education. Maintaining eye contact with students and remembering and referring students with their names. Building academic trust with students.
2. Establish positive, inclusive, safe and energetic classroom environment by incorporating humour.
3. Providing the purpose of studying, real-life examples, graphic organisers and inspirational strategies to engage and motivate students.
4. Choosing authentic educational philosophies appropriate for varied learning styles, needs and abilities.
5. Empower students to take responsibility for their own learning. Develop self-regulated thinking and lifelong learning attributes in students.
I am confident that the above strategies will achieve learning outcomes in all learners and prepare students to be productive lifelong learners.
Question 3: What are some of the benefits of understanding the needs of learners within the various phases of learning?
Answer:
The benefits of knowing the needs of learners within the various phases of learning:
- Teachers can design lesson plans and learning activities exactly appropriate for the student’s learning styles, preferences and needs
- Students will participate actively in the learning journey
- Provides a platform for students to take ownership for their own learning
- Students develop self-efficacy and confidence from their learning achievements
- Reduces classroom/behavioural management problems
- Students learn "how to learn” and study efficiently
- Inspires students to develop curiosity and passion for learning and develop the valued attributes of lifelong learning
- Students grow to be active and informed citizens
Question 4:
Do you believe in catering for the emotional, social, physical and intellectual development of students?
If you do Then you must also believe that students should have learning opportunities appropriate to their social, emotional, physical or intellectual development.
Then you will
Profile the learners (see the Learning Design Process in Appendix 1) and understand their characteristics, learning styles, preferences and needs. Create student-centred authentic learning activities by adopting effective pedagogies and assessment strategies.
Question 5: Adolescent brains differ from adult brains, neurochemically and anatomically, and in terms of activity levels. A number of dramatic changes begin to occur in the brain in early adolescence. What is the resolution for this challenge?
Solution:
- An understanding of these changes and their impact on learning and thinking can help teachers to better cater for middle school students.
- It can also help students to understand the changes that are occurring and respond accordingly.
- When students learn about brain development, they more clearly understand the influences of such choices as nutrition, physical activity, sleep patterns and substance abuse.
Question 6: Middle school students often display poor cognitive performance in situations such as timed examinations. What strategies would you use for their cognitive development?
Cognitive development:
- Brain research reveals that appropriately challenging activities assist brain’s development.
- The brain deconstructs the experiences as they enter the brain and reconstructs them when remembering.
- The more connections the brain has developed, the more effective the thinking and learning will be.
- Neuroscientists advocate that unless the middle school students are provided with in-depth understanding of concepts, and a physically and psychologically safe learning environment, they would be unable to use what they have learned in the world beyond school (Knipe, 2007).
Problem-based learning (see Appendix 2): Fuller (1998) suggested that problem-based learning aid students to form complex neural connections through higher order thinking processes and assist brain's development. Problem-based learning engages learners actively and purposefully in learning and develops their thinking and reasoning skills (Killen, 2013, p. 263). In this approach, students build flexible mental models, enabling them to effectively link prior knowledge with new situations (O’Donnell et al., 2011, pp. 61-62).
Jigsaw (see Appendix 3): In this strategy, each student initially concentrates on mastering a small portion of the material to be learned and then shares his/her understanding with other students (Killen, 2013, p. 247). In this approach, students develop critical thinking including identifying the important ideas from the learning material, summarising and explaining to other team members (Killen, 2013, pp. 247-250). This cognitive elaboration process assists students to understand and remember the information (Killen, 2013, p. 229).
Cognitive activities: Mayer (2004) declared that cognitive activities i.e. learning by thinking promote deep learning. This view is corroborated by neuroscience research and constructivist perspective (Sousa, 2010; Willis, 2006; Stahl, 1997, as cited in Killen, 2013, p. 229).
Question 7: Do you believe in assessment and evaluation?
If you do You must also believe that your effectiveness as a teacher should be continually evaluated.
Then you will
Believe that life is a continuous learning process therefore it is essential to regularly examine one’s own attitudes and teaching practices, invest in continuous professional development and communities of practice to adopt productive instructional design strategies and technological resources to deliver quality and inclusive education for everyone.
Question 8: Do you believe student is a unique individual living in a unique environment?
If you do You must also believe that students should be accepted as people in their own right.
Then you will
Appreciate that students come to school with varying abilities, aspirations, attitudes, beliefs, and cultural values. Inclusion depends on teachers’ attitudes towards students with special needs and differences in classrooms and their willingness to deal with those differences effectively. “Nothing is more unequal, than the equal treatment of unequals”. I believe teachers need to provide adequate support for individual student’s requirements and assist them to reach their own potential.
Establishing a classroom environment that is suitable for different learning styles and encouraging students to respect similarities and differences equally is absolutely imperative. Having a strategic seating arrangement that encourages children to work with learners of mixed abilities and take turns at leadership roles provides an opportunity to develop acceptance and tolerance among students. An important aspect of equality is an acceptance and celebration of difference.
Teachers need to ensure that all students are treated sensitively so that everyone is accepted, supported, engaged, valued and given equal opportunity and access to learning resources.
(Source: Ewing et al., 2010; Hyde et al., 2010)
Question 9: Do you believe in involving parents in the school community?
If you do You must also believe that the influences of home and school should be in harmony
Then you will
Encourage parents to stay connected with their child’s learning. Involve parents in designing their children’s learning experiences and assessment and reporting frameworks. Welcome parent involvement in assemblies, special events, award ceremonies and leadership presentations.
Question 10: Do you believe in students developing a realistic self-concept?
If you do You must also believe that students should develop the confidence to make choices and be adaptable
Then you will
Incorporate effective Dimensions of Learning (DOL) strategies for encouraging students to develop positive attitudes and perceptions towards learning and further inspire students to develop productive mental habits. Make students realize that they have the capabilities to complete academic tasks, and encourage students to use positive self-talk to enrich their self-esteem and learning confidence (Marzano & Pickering, 1997).
Question 11: Do you believe in helping students develop communication skills and the ability to interact effectively with others?
If you do You must also believe that the development of skills in all forms of communication should be an important aim
Then you will
Embed whole class discussions, presentations, reflection activities, peer-teaching, reciprocal teaching, role plays and collaborative activities such as jigsaw, six hats etc.
Question 12: Do you believe in students being actively involved in their learning?
If you do You must also believe students should interact with their environment, both natural and man-made.
Then you will
Induce curiosity in students learning so that they take ownership for their own learning. Encourage students in developing intrinsic and extrinsic motivation to realise their full potential and accomplish academic excellence and fulfill their life aspirations.
Question 13: Where are you now in your professional development? Write specific statements that could be included in your Individual Learning Plan (ILP) in the Professional strengths and Professional challenges resource.
Teaching and Learning:
Strengths: Capable of developing profound learning experiences involving technology.
Challenges: Finding it challenging to achieve the lesson objectives within the time period due to excess content.
Building Relationships:
Strengths: Adept at developing smooth relationship with students, teachers, parents and fellow student-teachers. Polite and treats everyone with respect and dignity.
Challenges: Behavioural management of middle phase students is often challenging.
Reflective Practice:
Strengths: Keen to learn. Respond well to criticism and willing to learn from the mentor teacher and fellow student-teachers. Acquiring effective teaching strategies and learning theories through university course work and discussion forums.
Challenges: Not getting enough sleep due to university studies. Missing out on an important phase of REM sleep that is required for learning and memory.
Question 14: Research shows that middle year learners are disengaged? How will you engage them in learning activities?
Positive student-teacher relationship (see Appendix 4) is vital to enhance student’s engagement in school and their motivation to learn. This also addresses the adolescent's basic need of belonging and acceptance, and enriches their engagement and learning confidence and improves middle year student’s school retention.
Renate and Geoffrey (1991, as cited in Howard & Fogarty, 2004, p. 28) endorsed that learning is enhanced by challenge and inhibited by threat (Caine & Caine, 1991). Challenge engages the mind and brings about intense concentration. It is vital to embrace learner-centred educational philosophies and provide opportunities for students to master skills in a challenging, exciting and cooperative learning platform (see Appendix 5)
Question 15: How will you make lessons relevant and meaningful for middle phase students?
Adolescents have preference for real-life situations (Carrington, 2002, as cited in Dargusch & Ham, 2013). Include real-life examples in the curriculum and assessment to make it meaningful for young adolescents. When the learning has personal relevance, knowledge is constructed more easily, and creative ideas are generated and deep understanding results (Fogarty, 1997, as cited in Howard & Fogarty, 2004, p. 149). The in-depth learning has the potential to engage students’ imaginations and emotions in learning and build their confidence and pride and inspire students to keep learning and develop lifelong learning skills (IERG, n.d.).
Question 16: Aristotle described young people as passionate, irascible, and apt to be carried away by their impulses (Larson & Lampman-Petraitis, 1989, as cited in Knipe, 2007, p. 106). How would you deal with this situation?
Research presents that the things that make young people happy and productive include supportive schooling and high quality interactions with teachers (Park, 2004, as cited in Knipe, 2007, p. 107). It is crucial to ensure that students are comfortable and energised in the classroom and develop feelings of self-worth and importance.
Question 17: Research shows that middle year student’s school retention rate is low (Education and Training Reforms for the Future, 2002). What is the role of teacher in assisting students to develop positive attitudes and perceptions towards learning?
Reupert and Maybery (2006, as cited in Knipe, 2007, p. 115) declared that developing a positive relationship with students is the backbone of effective pedagogy (see Appendix 6). The research evidence supports the view that teachers need to be friendly, firm and relate well to their students for creating an inspiring learning atmosphere (Pendergast & Bahr, 2010, p. 265). Students learning in an encouraging classroom climate develop positive attitudes and perceptions (Marzano & Pickering, 1997). Dargusch and Ham (2013) stated that learning is affected by the context in which an idea is taught as well as by student’s beliefs and attitudes.
Question 18: Young adolescents crave the attention and response of others (Ewing et al., 2010, p. 191). What is the most effective strategy to address this objective?
When teachers make an effort to nurture young adolescent’s psychological models, students experience a wide range of positive educational and developmental outcomes (O’Donnell et al., 2011, p. 454). For example, the Australian Association of Mathematics Teachers (2002) advocate that appropriate learning environment fosters understanding and enjoyment of and enthusiasm for mathematics. The use of collaborative and cooperative learning in classrooms has the potential to provide the social and emotional support students need from their peers. Peer-assisted learning promotes greater interaction and respect among diverse students. This learning philosophy is corroborated by the social learning theory implying that people learn a great deal by imitating others (Siemon et al., 2011).
Question 19: What is the benefit of journals with metacognitive reflection strategy?
This is a brain-based learning and active information processing strategy that methodically arouses and strengthens the inner capabilities of adolescents (Caine & Caine, 1991; Hiemstra, 2001). Young adolescents are highly sensitive to criticism and exhibit rebelliousness towards authority figures (Carrington, 2013, as cited in Dargusch & Ham, 2013). They have a need for independence and self-assertion (BTR, 1999, as cited in Dargusch & Ham, 2013). Journals offer a lot more flexibility and privacy for students to record their logical thought processes and learning’s through self-assessment. It is an effective mechanism for strengthening student’s reflective and metacognitive skills and developing deep understanding in students (Howard & Fogarty, 2004, p. 176).
Question 20: Young adolescents go through tremendous brain growth and development at different times and progress through it at different rates (Lorain, n.d.). What strategies can help students to learn regardless of their designated differences?
While early adolescence is a time of tremendous growth for students, it is also a time when much learning can and should take place (Stowell et al., 1996, p. 42). The differentiation strategy assists students to achieve the learning objectives though different paths (The Learning Place, n.d.). This correlates with the constructivist approach, constructing learning to suit the needs of the learner, usually adapted in the middle phase of learning (Dargusch & Ham, 2013). This approach of learning aids to reduce the gap between the high achievers and the low achievers (Ontario Ministry of Education, 2011).
Question 21: Young adolescents have a low threshold for boredom (Pickhardt, 2012). How will you design learning experiences suitable for young adolescents?
Human brain pays attention to the meaningful information that causes an emotional response (SPOTS, n.d.). Emotions are the gate way to attention and attention then is the gate way to higher order thinking and lifelong learning (Howard & Fogarty, 2004, p. 190). Games offer students an exciting learning platform to develop logical and strategic thinking at their own level (Vale, n.d.). Howard and Fogarty (2004, p. 161) advocate that ‘the concept of fun is not to be underestimated in middle years learning’. The interactive games, based on fun, catalyse motivation and meet the multiple intelligences of twenty-first century young adolescents (Molyneux & Godinho, 2012).
Question 22: What are the benefits of interactive on-line activities for young adolescents?
Identity formation is predominant in young adolescents’ lives (Coil, 2003). The opportunity to explore who they are in an inspiring environment is important to them (Stowell et al., 1996, p. 61). Tiered interactive activities provide a stimulating environment in which students experiment with what they know without fear of being criticised unduly. The thrill, instant gratification and feedback offered by digital resources inspire students to learn with enthusiasm and passion and contribute towards shaping a cohesive self-identity (Knipe, 2007, p. 32; Finnan & Kombe, 2011).
Question 23: How will you help students who have developed negative disposition and fear towards a particular subject?
Progressing learning from easy to more difficult, familiar to unfamiliar, routine to non-routine (QSA, 2012), breaking the tasks into manageable sections, making students believe that they have the capabilities to complete tasks and encouraging students to practise positive self-talk is likely to overcome student's fear of subject.
Question 24: Young adolescents often exhibit disruptive behaviour and rebelliousness towards control (Coil, 2003, p. 38). How will you manage this behaviour?
One strategy that can be used to manage this problem is to involve students in making the rules and in discussing how they will be enforced (Spear, 2010). It is imperative for teachers to continuously review the practices and select the appropriate techniques for managing the behaviour of middle school students.
Question 25: What are the advantages of small group activities in the middle phase of schooling?
The use of small group work in the classroom is a way to manage middle phase students learning as this offers greater intimacy and involvement, mutual respect and can help students to achieve their potential (Reid et al, 2002, as cited in Dargusch, 2013). In the cooperative learning situation, students develop cognitive skills, social and personal competencies through equitable participation (Barry & King, 1993, as cited in Dargusch, 2013). These are the developmental milestones of middle school learners as advocated by Zembar and Blume (2009).
Question 26: Teens may suffer dips in their self-esteem and have tremendous anxiety over their looks, schoolwork and friendships, etc. (King, 2002). How will you help them to develop self-confidence?
Early adolescence is a time when positive interventions can make a difference (Stowell et al., 1996, p. 14). Inclusiveness, learner-centred philosophy that focuses on the whole student (personal, social and academic), Social Emotional Learning (SEL) and positive school culture are fundamental to maximising appropriate behaviours and achieving academic excellence (de Jong, 2005, pp. 226-241). Dinham and Scott (2000) advocate that building resilience through middle schooling is essential for solving a range of academic, personal and social problems.
Question 27: Research shows that goals for middle school learning is more oriented towards using their minds to think critically and less about mastering basic skills (Braggett, 1997). List few teaching strategies that would help students to accomplish this goal?
Concept formation, metacognitive reflection (Hinett, n.d) and mental rehearsal strategies (Marzano & Pickering, 1997) help students understand the concepts rather than memorising the facts.
Question 28: How will you induce energy within the middle phase of students to improve their academic learning?
Interest and motivation is essential to promote energy within the middle phase of students (Howard & Fogarty, 2004, p. 148). Provide motivational quotations, inspirational stories (see Appendix 7a; Appendix 7b) and purpose of the lessons (see Appendix 8a: Appendix 8b; Appendix 8c) to nurture student’s interest in learning. Include intriguing questions and interesting tasks in the instruction for inviting young adolescents into the curriculum. Excellent teachers arouse curiosity, challenge student’s thinking and actively engage them in learning (Australian Association of Mathematics Teachers, 2002). It is vital to encompass wide variety of stimulating activities such as online interactive quizzes, role-plays and jigsaw puzzle that will ignite the spark of enthusiasm and kindle student’s energy.
Question 29: Research revealed that middle phase students possess inadequate listening skills (Braggett, 1997, p. 74). How will you enable students to develop their listening skills?
There is extensive repertoire of educational practices that are claimed by researchers and experienced teachers to work well in the middle years of schooling. “Formulate, listen, share, create” (Johnson, Johnson & Holubec, 1998 p. 114) is one strategy that is specially designed to improve student’s listening skills.
Question 30: Many middle school students do not know ‘how to learn’ on their own (Kiddey & Robson, 2004). How will you help them in learning how to learn?
One of the main objectives of adolescence is to go from dependence to independence (Coil, 2003, p. 105). It is important to give young adolescents the latitude as well as the structure to learn successfully (see Appendix 9).
Question 31: How online collaborative learning mechanism helps students to succeed academically and beyond?
Feeling successful and popular is one of the most important needs for young adolescents (Coil, 2003, p. 19). Online cooperative learning resources are excellent for students to learn from each other and show off their own talents. Students also develop self-confidence, engagement-rich exploratory behaviour, creativity and innovation. These skills are essential to flourish in the digital economy.
Question 32: Why podcasts, blogs, wikis, glogster, prezi, interactive quizzes and educational games are becoming popular in 21st century classrooms?
Digital native students are keen to use these tools as they love to play with the technology. Once they start contributing online and participate in the intellectually stimulating learning activities, they see positive outcomes and hence build self-confidence and sense of accomplishment. This sense of accomplishment will motivate them to keep learning, develop lifelong learning skills and cherish the pleasure in continuous learning (Arthur & Kallick, n.d.).
Question 33: Why lifelong learning is important?
Current generations are 3 times the size of previous generations (NAS Insights, n.d.), so there is increased competition for resources and demand for creativity and innovation competencies. There is no job security in this uncertain economy so people have to continuously look for opportunities, develop lifelong learning skills and learn how to learn (Central Queensland University, 2012). A lifelong learning attribute is essential for digital native students to adapt to the constant changes and developments, and succeed in the rapidly changing competitive globalized knowledge economy.
“The conventional idea of a linear and straightforward path leading to a job for life has been upended by globalisation, information and technology innovation and demographic shifts” (Miles Morgan Australia, 2005). “Young adolescents are now positioned very differently in relation to their preparations for the future compared to the processes that led their teachers, parents and grandparents into their careers” (Loch & Makar, 2008). Hence, lifelong learning has been identified as key reform area in our education system (Pendergast et al., 2005).
’Lifelong learning at school level is concerned with keeping students engaged in learning, and developing in those students the characteristics that will make learning an integral and valued part of their lives when they leave school‘ (Bryce & Withers, 2003). Teachers need to scaffold students to understand their learning preferences, learn how to learn and develop passion for continuous learning. Teachers should act as mentors and positive role models for inspiring students to learn efficiently and assist them to become energetic lifelong learners.
Exploratory activities:
Question 1: Consider the curriculum continuum within one of your teaching areas between Year 8 to Year 12. After viewing the relevant curriculum documents from the QSA, outline the curriculum documents you will need to be aware of
Answer:
- Syllabus document
- (Content description, Elaborations, General Capabilities, Cross-Cultural priorities, Achievement standards, Work samples and Glossary)
- Subject Guide
- Work program
- Work program requirements
- Work program review
- Sample work program
- Amendment to work program
- Assessment
- Assessment overview
- Assessment instruments and policy documents
- Assessment & moderation resources
- Moderation and quality assurance
- Assessment bank
- Work samples
- Curriculum Guidelines
- Curriculum and assessment models
- Planning: Using the Essential Learning & Standards
- Catering for diversity: Inclusive strategies
Syllabus development
- Design principles
- Revision process
Question 2: What are different learning theories? Which learning theory is best?
Different learning theories are:
- Behaviourism
- Cognitivism
- Constructivism
- Connectivism
I would use all the learning theories to cater for diverse learning styles and provide authentic learning experiences for everyone. In my trigonometry class, I would initially use “Behaviourism” to teach the concepts and processes. I would use “Cognitivism” while teaching students to calculate sin, cosine and tangent ratios by relating to their prior knowledge and comparing the three ratios. I would use “Social Constructivism” to apply the concepts and solve right-angled triangle problems. Finally, I would use “Connectivism” to encourage students to extend and refine their knowledge and skills through communities of practice.
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