Вы находитесь на странице: 1из 5

Community of Practice Readings Summary

EDUC4820 The Professional Educator Notes and Evidence of AITSL


Standard 1.2 Understand how students learn
Title of reading
Moon, Jennifer A 1999, 'Reflection in learning - mapping learning', in Moon, Jenny A., Reflection in
learning & professional development : theory & practice, Kogan Page, London, pp. 136-151.

Three things Ive learnt from this reading (including any key references)
Up to the stage of making meaning in learning the learner is processing the new material
of learning and is in direct contact with the material. At this stage they will have learnt he
material reasonably well and be able to explain elements of it because it has been linked to
their cognitive structure
Jigsaw learning reaffirmed
A learner in the transformative stage is self motivating and self motivated, but many derive
support from discussion and an environment in which their ideas can be tested on others
(see many kids on placement in a transformative stage)

Two things I found interesting


It is not anticipated that all learners will reach the stage of transformative learning.
Transformative learning appears to be the result of persistent work towards understanding
Learning via essay, report or oral expression is also known as representation learning and
gives the learner an opportunity to reflect on the ways in which the bits of knowledge, now
expressed relate together and to previous learning

One question I have.


Where can I find useful and peer reviewed information about dealing with anxiety of
students in a primary setting

Title of reading

Dana, Nancy Fichtman & Yendol-Silva, Diane 2003, 'Start of your journey: finding a wondering', in
Dana, Nancy Fichtman & Yendol-Silva, Diane (eds.), The reflective educator's guide to classroom
research: learning to teach and teaching to learn through practitioner inquiry, Corwin Press,
Thousand Oaks, Calif, pp. 19-58.

Three things Ive learnt from this reading (including any key references)
Mentioning columbus sailing the sea an stealing all he could see take into consideration
cultural issues e.g. white people settling Australia say European, say that they didnt find
Australia or take it but settled here etc.

How can I is an excellent place to start when designing a new unit

Questioning is an enormously powerful and important skill in productive teaching, teachers


rely on questions as an essential element of their teaching repertoire

Two things I found interesting


felt difficulties emerge from our own teaching experiences
By exploring multiple sources a teacher can construct a stronger understanding of various
perspectives on the content she needs to teach

One question I have.

Title of reading
Loughran, J John 2010, 'Pedagogy', in Loughran, J John, What expert teachers do: enhancing
professional knowledge for classroom practice, Allen & Unwin, Crows Nest, NSW, pp. 36-54.

Three things Ive learnt from this reading (including any key references)
Pedagogy involves 2 aspects of learning: 1 - associated what and how students are learning,
2 is about the teacher as a learner leaning about teaching and building expertise
Knowledge of practice is crucial if education is to be advanced in ways that might be
transformative, and such advancement lies in better understanding the problems derived
from teaching and learning. Hence there is an ongoing need to maintain a clear an sustained

focus on pedagogy.

When we (teachers) recognise and respond to the problematic nature of teaching through
such things as tensions, we begin to expose our professional knowledge of teaching in ways
that encourage us to question, critique and analyse practice in professionally rewarding
ways.
Two things I found interesting
Van Manen (1999) described pedagogy as the art and science of teaching children
PCK pedagogical content knowledge: Lee Shulman (1986) teaching a particular subject
matter in a particular way for a particular reason to enhance student learning, PCK, then is a
very specialised form of teachers knowledge of practice whereby the relationship between
practice and subject matter being taught is the major focus

One question I have.


What is my own description of pedagogy?

Title of reading
Costa, A. L. & Kallick B. (2004). Assessment strategies for self-directed learning. Thousand Oaks, CA:
Corwin Press. pp 18 -32.

Three things Ive learnt from this reading (including any key references)
Effective problem solvers know how to ask questions to fill in the gaps between what they
know and what they dont know. Effective questioners inclined to ask a range of questions.
For example requests for data to support others conclusions and assumptions such as
what evidence do you have for that? How do you know thats true? And how reliable is that
data source?

Creative people tend to project themselves into roles using different analogies starting with
a vision and working backward, imagining they are the objects being considered (perkins
1985)
Inner thought prerequisite, beings around age 5, where as metacognition flowers around
age 11

Two things I found interesting


Marzano (2001) self system thinking beliefs goals and judgements are made about the
task, then the self-system determines the motivation necessary to perform and learn from
engaging in the task
(metacognition thinking about thinking) - Metacognitive system if a self- system
engages the next stage is then activated the metacognitive system, it sets and designs the
strategies for accomplishing the goals/task
Cognitive system, - effectiveness of processing the information essential for completing the
task
Finally knowledge success of any task accomplishment is dependent o the amount of
knowledge and prior experience an individual brings to the task
We confront learning opportunities with fear rather than mystery and wonder we seem to
feel better when we know rather than when we learn
Encapsulated learning students not making cross curriculum links (e.g. transferring
learning from one subject to another)
One question I have.

Title of reading
Le Page, P., Darling-Hammond, L., Hanife, A., Gutierrez, C., Jenkins-Gunn, E. &
Rosebrock, K. (2005). Classroom management. Chapter 9 in L. Darling-Hammond & J.
Bransford (Eds). Preparing teachers for a changing world: What teachers should learn and
be able to do. San Francisco, CA: John Wiley. pp.327 -357
Three things Ive learnt from this reading (including any key references)
Manage students while organising others for example have students sit on their hands if
they are about to engage with an activity where they are playing with something like water in
science and ensure that they understand the rules of taking a turn either clockwise or anti
clockwise to save students fighting about who is next or missing out on a go.
When the language becomes more abstract, she asks students to come to the front of the
room and demonstrate their science concepts with the materials all had used. This is one
aspect of what in California is called Specially Designed Academic Instruction in English
(SDAIE), a pedagogical approach focused on increasing the learning opportunities of
English language learners.

Pavlov's behavioral theories of conditioning and reinforcement suggesting the importance of


providing specific stimuli to produce desirable behaviors.
Two things I found interesting
With the peace treaty students are being prompted not to disrupt and it emphasises the need
for collaboration and cooperation in the classroom rather than being the intervention in a
situation it helps to prevent it
which concludes that a student's interest in academic activities is enhanced when teachers
(1) emphasize intrinsic reasons for learning rather than stressing grades or other rewards;
(2) relate material to students' lives and experiences or to current events; (3) offer choices
about what, where, how, or with whom work is done; (4) assign tasks that are varied and that
include novel elements; (5) assign problems for students to solve that are realistic and
challenging; and (6) assign work that involves creating a product or provides some concrete
form of accomplishment.
Research suggests that teachers and students who work together in supportive communities
have higher levels of self- understanding, commitment, performance, and belongingness
(Sergiovanni, 1994), and that children who feel a sense of belonging in school are less likely
to have discipline problems.

One question I have.


How can we get family members who are of a different culture and language more involved
in the school if we are creating barriers as teachers?
three main obstacles to parent involvement in schooling: (1) teachers' insufficient
knowledge, skills, and strategies to collaborate effectively with parents; (2) restricted
opportunities for interaction due to school policies; and (3) psychological and cultural barriers
that may exist between teachers and families in the community.