Professional Documents
Culture Documents
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)
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.
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
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
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.