ME AND MR JONES HAVE GOT A THING GOING ON.

SECONDARY









MR Jones was preparing for a 1 hour Physical Education Lesson with a year 9 class of boys and girls, first up after recess. He wished to teach them about water safety skills. (In preparation for class camp)

FORMAL ASSESSMENT
The purpose of this assignment is to provide you with an opportunity to integrate what you have learned via class sessions, readings, and presentations.
Examine the attached vignette and indicate:
What you perceive to be the major concerns.
And the approaches / possible solutions you would offer. In doing this, you must consult at least three references sources apart from the textbook, to support your ideas.

Some possible pedagogical aspects to consider in your responses are:
Management Techniques
Motivational Issues
Group and relationship Considerations.
Non Verbal communication
Planning Rationale
Instructional Techniques
Deep learning
Diversity of learning

ME AND MR JONES,
HAVE GOT A THING GOING ON.......

I decided I would to analyse poor Mr Jones lesson by applying the guide to lesson planning provided by Notre Dame.

So we know our lesson takes place at 11.30 to 12.30, its directed at a Year 9 Class of boys and girls.
Key learning Area, Physical Education,
Outcomes Water safety
Life skills outcomes, preparation and understanding for safety on camp.
Target Outcomes, focus on river conditions and what to do if a member of their group fell in and was unable to get to shore or get out.
Lesson Topic water safety procedures.

Students prior Knowledge
Mr Jones has shown no consideration or connection to the student’s prior learning, knowledge or life experiences. At that age 14 group, students love a dark tale or graphic details and descriptions. (Look at the computer games they play, the Gothic fashion, and music) Gardner No consideration to Piaget, Brunner, or the construction of learning, Mr Jones didn't seem to embrace the idea that age group has got attitude and opinions of value coming from previous experience. Look I cannot be too hard on the poor sod he does seem to be relying on some form of prior knowledge of the students, they must be drawing on something about their understanding of the " Play Acting Task".
Also the students are "arriving disorderly quite worked up, vigorously discussing something that had happened at recess" in my opinion, what happened at recess seems to be affecting the values and attitudes the students are bringing to this lesson.
I feel Mr Jones missed such a sweet opportunity to connect, to engage, to show his students he cared, to bring the class together centralise conversation and discussion, God heaven forbid even used the incident! For example if the incident at recess had been an accident requiring medical help and attention, then this incident could be used as a lead to the idea of accidents happen? They happen all the time unexpectedly, at school, home, at the beach on camp and on the roads.
I would encourage the students to express their feelings and information about the incident to be heard and engage others for opinions. I would of been kindly interested in what happened, even if it turned out to be a trivial matter, it obviously concerned the students. (What if Mr Jones was missing out on a physical abuse issue, bullying issue, a personal issues) Meeting our student’s needs is fundamental to our student’s ability to learn, apply and create. Love , Fun Belonging, Power, the foundation to self-actualisation, and deeper understanding. Glasser and Maslows hierarchy of needs and where was Mr Jones not even building the basics of establishing good relationships. As the students settled I would of asked other students what they knew as a way of making sure I had the class's attention at least focused on the incident so the connection to todays task would be understood still maintaining a casual concern.
I would lead on to encourage the students to discuss other accidents or incidents as a building on method of understanding. I ask the students to remember personal incidents or accidents to do with water safety, even if some reference a book or a movie, a TV show, a friend of a friend story. To encourage inclusion, and its a time the teacher can observe any discomfort about the subject i.e. fear of water, death of a parent or family member due to an accident, or unknown Fear. Pain
Unlike Mr Jones I would not have had the scenario on the board. I would have been writing key points and questions on the board as the students were discussing the movies and incidents. mind mapping.
Making the connections of different scenarios. I would be mapping ideas and building the scenario possibilities in preparation for the "play acting task" Directing or guiding to make sure my key questions, content and outcomes are being understood and achieved. BOS requirements.For Example while discussing what is the most important thing to do in a rescue / first aide situation ?, is making sure of your own safety and not putting yourself in danger or at risk. Talk about recent flooding how two people got swept away trying to help someone else. real world During these discussions if I notice a student or students having trouble settling or calming I would ask them to act as Scribe or contribute an idea or story.

What concepts, principles and Provision for learner Diversity.
What experiences!
I would already have an outline of how I pictured the lists of ideas were to develop and how my outcomes would be reinforced in the play acting task. How with the help and information from the students during this preparation discussion they get a say in the rules and boundaries of the four different Scenarios’ all based on river themes.
Poor Mr Jones doesn’t seem to lift in excitement or sense of fun about the task even his picture of how he saw the task unfolding was lifeless and boring and how unrealistic was his expectations.
It seems no one has told poor Mr Jones it is important to plan how to react or respond to student’s behaviour. Especially taking a year 9 class.
So we see Mr Jones attempt to get the task going, and go not quite as Mr Jones had planned. I would of played a game of Lucky Dip and the students would of been engaged because, one, it’s a game and fun, two, the students helped in the rules and scenario possibilities so there is a sense of ownership to their learning experience. Depending on the student’s level of engagement, I would of controled the "group combinations", or if things were going along well, I may have guided judgments and made sure all students felt included. The fact Mr Jones only set one scenario means he limited the scope the students could experience understanding and learning. Sure he had a group social activity chosen but with no scope for freedom, or taking our students to what I've nicked named " The ZONE " Vygotski's Zone of proximal Development.
I'd control the props (provide clothing to add a bit of fun in the task) and equipment, by nominating students or groups to be responsible for particular props, evenly distributing the responsibility and house keeping.

Pacing and flow of the lesson plays a major role in keeping students involved and interested.
We could be arguing now about poor Mr Jones, Yes he has tried, he has! props, group activities, and maybe all would or could go as planned, and maybe he had anticipated being able to build knowledge during the "Play Acting" viewing and presentation.

Water Safety and First Aide are traditionally intrinsically interesting, they as subjects pictorial, as subjects they engaged the multiple intelligences theory, and offer so many choices of resources and materials in how a teacher can achieves out comes / life skills on a deeper level. So my assessment of Mr Jones effort so far to present a relatively easy subject matter, has produced a poor result to say the least, and he has established zero connection or relationship to his year 9 students.

Duty of Care
I am sure Mr Jones's School has one, a code of conduct or duty of Care Code and where is his Personal code about his chosen career and his approach to his classroom management.Rudolf Steiner
"As human beings, we call the highest things we can look up to the "Divine", and we must imagine that our highest aim and calling have something to do with this Divine element"



ME AND MR JONES,
HAVE GOT
A THING GOING ON.......










LOOK AT ME !...
And what of the two groups allowed outside?
As a teacher you may have notice, my concerns are one of Duty of Care to the individual, to the whole class. Where did that other group go? As a teacher it's important to respect and realise the responsibility of the student and at that age group it's important the student feel autonomy, respected, trusted, and a sense of self responsibility about themselves and their learning. So as the teacher I would of allowed the two groups to go outside, But I would of nominated the choices of "where they could go to" those places I would be able to site from the classroom door. Then I would of had some fun with the students even the ones staying inside,
by playing a game of synchronising watches, with clear defined times about returning and readiness for presentation, appoint a few students to act as time keepers as well. Allowing the students involvement in the decisions and rules as well as responsibility to maintain agreement and self regulate the process, this empowers the learning and the power of their group to respect each other. It also turns a disturbance i.e. "can we go outside" "Can our group as well," can we", "Can we" into a learning experience for the students.
"These moments of true disturbance are great gifts"
Margret J Wheatley Bringing Schools Back to Life.

I am very concerned that Mr Jones left the Classroom to look for the missing group; again I feel this is not wise action, and it certainly did not help the class achieve the learning outcomes for the day’s lesson.
Mr Jones had no strategy or plan in place for this type of incident. At our school we complete the lesson and immediately report missing students, we spend the next hour (2 hours, all up from time of missing, then report to police).

I would have drawn the students attention to the lateness, through the appointed time keepers, and how this lateness was disrespectful, ill-mannered, and how they had not be responsible in honouring their/our agreement. I would write their names on the board and quickly move our focus back to the fun of our play Acting presentations and assessments.
Well now that he left the room and is not achieving his outcomes, due to the physical break down of the class " The boy yelling from on top of the table, the other student leaving to find the others. What's the poor Mr Jones do next, he forgets that the only behaviour we can control is our own or (Responsible Thinking Process " When one person attempts to control another, counter control may occur"
So what's he do? Yes he tries a bit of yelling himself, and his class get a laugh, and sort of complete the task with vague ideas and no sense of accomplishment or higher learning possibilities. Poor Mr Jones's ego is left battered and bruised, his life seemly having no relevance and the students feeling Mr Jones and his subject has no relevance to them.
Mr Jones is questioning his calling perhaps he should.

The students response to the lesson indicate Mr Jones had not been able to give their learning experience meaning, value, stimulate interests, connect and scaffold to higher learning or connect to other subjects or life experiences. Mr Jones could not even connect the learning to the preparation for camp, very disappointing results and outcomes and what is the pattern that has been set for next lesson.

I feel the students felt board and unattached to the learning and their behaviour.
No teacher will deny it, Year 9 can be difficult, but that's their job to question, challenge and practice interaction with their developing adolescents and ideas about themselves, they love a chat with each other. Mr Jones did not engage them at all and at times the balance between teacher control and Students Autonomy could of been interpreted as anarchy.

If we some up what we have so far about Mr Jones lesson, Firstly he could of got off to a great start with the incident, educational experience and as a lead to motivate participation, but instead Mr Jones conceded defeat and competed with the students conversation, showing no interests to the students needs, so the students showed no interest to his needs or conversation and the consequence is no deep learning, no scaffold, no connection to prior learning and no continuity of lesson or subject.
Mr Jones never really targeted his age group with his tasks, they didn't challenge, they didn't connect, no question the students had fun, was it creative fun.
Mr Jones missed so many opportunities, even when that group over acted and made the class laugh again he could of use the scene as a learning experience, humour as an educational tool, to Guide the students to what the funny group did wrong or right eg. "Any one been Dared to do something silly that got them scared or resulted badly", draw the students back to the points on the board to the key questions, "what's important about rescue" the summing up about the content and reflection, assessment.
Even the boy on the table I would had a laugh and said your group is next to give presentation, as a way of responding to his wanting attention.Dreikurs Theory.
Students are less likely to misbehave where lessons are interesting and stimulating, offering variety and challenge.Edwards & Watts

When the late group finally decided to return, Mr Jones Firstly, should of reminded the Class of the time and how disrespectful it is, request the students see him at the end of the lesson, their group is up next, and moved on to allowing the disturbance to be a quick recap, Discuss the funny points and high lights of the presentations so far, ensuring late group feel they did miss something, even if was funny.

As the class came to an end Mr Jones could of placed himself at the door to shake hands good bye and to get quick responses to recapping questions or recall safety signs, lists of procedures answers, as a game on leaving.
In Mr Jones Case even if he could of placed himself in the doorway to say good-bye only, he may have made at least one connection in his class.
Civics, Courage, integrity, values, Inclusion, co-operation and Safety.
Sapon-Shevin. (1999).

Mr Jones himself seems to have no sense of community he demonstrates this so strongly in his dis- interests in what was troubling the class on arrival.
Right from kick off he was on the wrong foot and the wrong side. One can only feel sorrow for Mr Jones he went into teaching I am sure with good faith, he just got so out of touch, withdrawn from his subject and students, I am tipping he either leaves teaching or my preferred treatment is he takes a holiday that challenges him and places him well out of his comfort Zone and especially reminds him of the kid he use to be.

Everyone can shut their eyes and picture "a Push Bike and a Sunny day" you can, feel the sun on your face and the breeze in your hair.
Maybe Mr Jones needs a bike;
he seems to think it's the students that need to get on their bike.

As my dear friend often said Compassion to Strangers is our hardest test of Faith
and when all else seems impossible there is always The Prayer To St Francis.

Bibliography

Classroom Discipline & Management an Australian Perspective.
Clifford H. Edwards Brigham Young University.
Vivienne Watts Central Queensland University.
John Wiley & Sons Australia.
other references :
Piaget
Brunner
Vygotski
Gardner Multiple Intelliences.
Glasser Choice theory
Maslow
Blooms
Board of Studies

ED 4238 Question 2 Motivation to learn

The best classes are those where the students are motivated to learn. Such lessons have included in their structure the best learning theories. How would you structure a lesson so that students are really engaged in their learning? Explain the theories that would underpin your approach.

Motivation to learn
" the desire to participate in the learning process".

The need for imagination,

a sense of truth

and a feeling of responsibility

---these are the three forces which are the very nerve of education.

Rudolf Steiner

Broadly speaking, motivation is either intrinsic/expressive (doing something for its own sake, for the enjoyment it provides, the learning it permits, or the feelings of accomplishment it evokes Mark Lepper 1998) or extrinsic/ instrumental (doing something for some other reason, in order to obtain some reward or avoid some punishment external to the activity itself, eg. grades, stickers, or teacher approval).

Establishing the theories of learning and teaching.
Constructivism Brunner
Behaviorism Skinner
Piaget's Developmental Theory
Neuroscience
Brain-Based Learning
Learning Styles collaborative learning
Multiple Intelligences Gardner
Right Brain/Left Brain Thinking
Communities of Practice Steiner Maslow
Control Theory Glasser
Observational Learning
Vygotsky and Social Cognition

The lesson structure

The Introduction part.

The greeting and meeting is a good opportunity to get a feel for the tone and mood of the children. It's a time to develop relationships, show interests in the students while students settle. a time to observe basic needs of students are met Maslow"s Hierarchy of needs, Glasser's 5 drivers. it's a time to observe behavior that may be of concern eg. name calling any harassment, tied or ill health issues, students that are withdrawn or displaying out of character behavior. Remember the only behavior you can control is your own,

Start by recalling previous lesson discuss home work questions, maybe even do jigsaw activity to ensure how deeper the understanding of the questions is achieved by the whole class. Vygotsky ZPD Group and peer evaluation, collaborative learning, this recapping and building on what is known is a way to confirm to the teacher the program of lessons is achieving targeted outcomes and requirement for the board of studies. Piaget "children construct their own knowledge". Brunner put it "learners construct new ideas or concepts based on their current ,past, knowledge and where learners selects and transforms information, constructs hypotheses and makes decisions relying on the cognitive structure to do so and where the cognitive structure provides meaning and organisation to the experience and allows the individual to go beyond the information given" Brunner also said "Students need to maximise their learning by discussing things with others."

The teacher may use props and equipment, ICT , quests and quizzs, Video, DVD, or outside activities to stimulate learning in the students and to drive them by intrinsic interests through their tasks and problem solving.

The tasks should be organised so the class can flow and use time effectively. The timing and the pace ensure the students are always engaged, make sure the content, key questions and objectives are structured to ensure deeper learning occurs and students experience Blooms Top row of Analyse, Create Synthesise, and Evaluation. so lesson plans have to act as a guide to the higher order learning experiences.

Encourage classroom environments where students feel valued and safe to make responsible choices about their learning and lives. Steiner and Maslow promote the idea of beauty in the classroom pride of place sense of community thinking ,feeling willing .

Making sure at the time of teacher control / instructions, the messages are delivered in a clear manner, Assessment tasks are understood and the rubric scale for assessment is understood and fair.Take into account the different ways students learn and connect. make sure tasks challenging and clear to follow.

Involve the Class in the decisions and management of the class eg. house keeping, class trips, students who may be having problems settling in or getting on, or may have a disability, the class needs are not being satisfied. Dreikurs teacher leadership. Think Pair Share

Structure the lesson and tasks to in corporate OHS issues if required, promote safe work place environments.

Play music while students are working be creative about tasks.

Structure the lesson to challenge and be realistic for their development and learning expectations show respect and belief in their values as students, incorporate timing to allow the student to work individually or within groups, change the physical shape by moving desks to create inclusion, encourage circle discussion and active listening. develop skills for problem solving.Dreikurs teacher leadership assessment process eg. attention etc

Use behavior and disruption Problems as educational Opportunities to help student learn how to make choices and connect to their community.

Be interested in the students, observe and assess students performance, taking into account students personal life and any situation that is being brought to the classroom and notice changes. Is the student suffering from a dysfunctional family arrangement, is the student in a single parent family environment feeling poor and excluded and not able to keep up, may be a sickness in the family causing stress. Pain Theory. Glasser choice theory. get the students involved and make them feel they are supported and have worth.

And our lesson plans must always ask what experiences will help students learn this subject matter, how will I engage them intrinsically to want this information.Reflection and evaluation of these questions after the lesson as well as teacher self reflection how I can build on what works and what needs to be reassessed.

ED 2135 QUESTION 4 BOARD OF STUDIES.

Board of studies home Page
It's Something to look at !










Question 4
The Board of studies provides materials to guide you in your Teaching. Detail carefully what they have available for your teaching area, how you go about locating it, how it is used for programming and how you use these resources for preparing a series of lessons.


Visual Arst stage 4-5 yrs 7-10

Stage 5 Visual Arts Course Performance Descriptors
(to be used for School Certificate grading from 2006)
Word format
(48pp, 285k)
Acrobat PDF
(48pp, 118k)

Guide to the Years 7–10 Syllabus
Acrobat PDF
(4pp, 88K)

Advice on Programming and Assessment
Word format
(46pp, 552K)
Acrobat PDF
(46pp, 464K)

Life Skills Outcomes Worksheet
Word format
(1p, 40KB)
Acrobat PDF
(1p, 52KB)

Stage 5 Visual Design Course Performance Descriptors
(to be used for School Certificate grading from 2006)
Word format
(48pp, 285k)
Acrobat PDF
(48pp, 119k)

Guide to the Years 7–10 Syllabus
Acrobat PDF
(4pp, 120K)

Years 7-10 Life Skills: Advice on Planning, Programming and Assessment
Word format
(248pp, 1.85MB)
Acrobat PDF
(248pp, 1.38MB)

Advice on Programming and Assessment
Word format
(42pp, 640K)
Acrobat PDF
(42pp, 1.2MB)

Life Skills Outcomes Worksheet
Word format
(1p, 40KB)
Acrobat PDF
(1p, 52KB)

The board of studies seems to suffer the same fate as the taxation Department often people miss understand it's intentions, Its true like the Tax system we need to be accountable and pay our due to the selected area of teaching make sure we create and construct programs that address the Curriculum and criteria of : Aims , Objectives, Outcomes, Content and fair assessment.
And just like Taxation documents are daunting and seem to speak another language, the Syllabus document seems the same. It can be confusing establishing an understanding of what the tasks relationship will be to the outcomes and what the students learn to and about.
But, just like the Taxation department can provide a wealth of information on how things work and requirements so I am please to say so can the board of studies site.
Advice on programing and Assessment is invaluable for building comprehensive understanding on criteria, scope & Sequence, Tasks, assessment and units of work / research, how all this connects to syllabus and outcomes criteria.
Resource material and teaching strategies and theories information for teachers
Evaluation, recording, reports and registers. Advice on of program evaluation.
It's important to stay connected to our wider teacher community to find consistency in what we are doing as educators. during my experiences of writing up Art department Programs I found the Board of studies site invaluable and I bookmark areas I need to access.

ED2135 QUESTION 3 DIVERSITY OF LEARNING

It is the mark of an educated mind to be able to entertain a thought without accepting it~Aristotle

Provide an analysis of how you would provide for the diversity of learning styles and ensure that deep learning occurs in all students when teaching a lesson.



Howard Gardner's Multiple Intelligences Theory

• 1 linguistic Intelligence which involves a sensitivity to spoken and written language.

• 2 Logical Mathematical Intelligence which consists of the capacity to detect patterns, reason deductively and think logically.
• 3 Musical Intelligence involves skills in the performance, composition and appreciation of musical patterns.
• 4 Bodily / kinesthetic Intelligence the potential of using ones whole body or parts to solve problems.
• 5 Spacial Intelligence involves the potential to recognise and use the patterns of wide space and more confined areas.
• 6 Interpersonal Intelligence , the capacity to understand the intentions, motivations and desires of other people.
• 7 Intrapersonal Intelligence, the capacity to understand ones self, to appreciate ones feelings, fears and motivations.

Merrill gives understanding and meaning to what our tasks and learning experiences must strive to achieve, but we as teachers need to incite passion for our students learning, engage our students to intrinsically want more information, support our students, to make responsible choices about their education, guide them to research and challenge using all forms of research material eg. Digital media, Galleries and excursions etc. Teach our Students to embrace their world and as teachers we should promote and build strong valued Class and school communities so our students can experience their higher learning and educational experiences in a safe, creative environment.

Merrill's first and central principle of instruction is task-centered learning. Task centered learning is not problem-based learning, although it shares some features.

A task is a problem that represents a problem that may be encountered in a real-world situation. Learning objectives or samples of the types of problems learners will be able to solve at the end of the learning sequence may also substitute for a problem. A progression through problems of increasing difficulty are used to scaffold the learning process into manageable tiers of difficulty.

The five principles of instruction (Merrill, 2006)

What this theory addresses is that need as teachers not to forget Blooms and the three principles that now sit on top,Analyse, Synthesis, Evaluate.

For Deep learning or intrinsic learning to occur as teachers we must enhance the social interaction of our students and embrace, Vygotski's social peer Collaborative learning and guide our students to the Zone ZPD . Make sure our lessons provide time to take these next steps to what we define as higher learning , by promoting, demonstrating and applying Analyse, Synthesis, Evaluate with tasks that intrinsically attracts the students interests and creativity in their Learning and Choices, play and fun.
I would like to mention briefly for merit and for acknowledgment the other theorists who provide ideas about how children learn and develop, ideas that connected in my teaching beliefs and valves. Hattie shows us how to be an expert teacher, the difference of experience, the merit of feedback, what power the student and teacher combination hold.

Wheatley for her ideas on emerging communities, group activities and problem solving.
When we seek for connection, we restore the world to wholeness. Our seemly separate lives become meaningful as we discover how truly necessary we are to each other" Margret J Wheatley.

Steiner, Piaget Glasser Choice theory, Maslow education theories building relationships.
To ensure deep learning occurs our lessons must include activities and tasks that are clearly understood, have timing and smooth flow between tasks , time to recap, revise ,share, assess and time to create and evaluate. Our lessons must allow individual intelligences to engage and reflect, group and collaborative learning experiences as well as connection to lesson, program,outcomes, life skills and the interests of the student.
There are a vast number of educational Tools available to teachers today.
INDIVIDUAL tasks
Creative note taking by providing choices in materials eg. paints. colour pencils, charcoals, felt and crayons assemblage material for Diaries colour and assorted papers and ribbons, inks.
the computer technology allows teachers to guide our students to shared learning environments, endless art works, artists what is Art and Design world, what is happening and where . this medium offers so many opportunities for students to test and research further through the use of educational sites, games, Quiz, Quests, research tasks.
The evolving programs computers offer Art and design Students eg. iphoto, photoshop, specific sound and image programs eg. imovie, garage band,etc
Appropriation and manipluation of images
Presentation Tasks.
The Teacher providing written and oral feedback as well as peer and self assessment allows for students to deepen their learning.

GROUP AND COLLABORATIVE Learning.
computer tasks and multi media tasks,
collaborative Art and Design works.
there are many games and activities available to teachers creating fun freedom and empower our students learning.
Quests , Debates discussions, mind maps, storming,
Group Porjects, Presentations and evaluations and assessments

Research and understanding using Think Pair Share

Jigsaw Strategy

Jigsaw Cooperative Groups

JIGSAW GROUPS FOSTER UNDERSTANDING among students from a variety of racial, ethnic, and educational backgrounds. This learning method enables teachers to effectively respond to a diverse student population by promoting academic achievement and cross-cultural understanding. Jigsaw groups facilitate learning because each student is responsible for a particular piece of a task and then is responsible to contribute his/her portion of the task to bring about mutual interdependence.

The Set Up

To create five groups of four students, have each student sit in his/her regular seat and number off each student one through five. Next, call all students that were given the number one to sit at a table together, then the twos, threes, etc. The groups should be diverse in terms of gender, ethnicity, race, and ability.

Student and Group Roles

Divide the task into four segments. For example, in a project about the California Gold Rush, you may divide the lesson into the following topics: 1) Businesses that began as a result of the Gold Rush, 2) How they panned for gold, 3) Who were the gold seekers who moved to California, and 4) Where were the successful gold mines.

Assign each student in each group one of the four segments. Students who are assigned the same segment may meet to form an "expert group." The members of each expert group work together to learn the topic, making sure each member understands the information. During this time, the experts construct a plan to teach their topic to the members of their jigsaw cooperative group.

Final Outcome

Students then return to their jigsaw cooperative group. Each student teaches his or her topic to the members of the group. There is a sense of positive interdependence among the members of the groups. To demonstrate knowledge, each jigsaw group may present a summary of their understanding to the whole class.

ED2135 QUESTION 2 BASIC ASSESSING

ASSESSMENT !
It's not just Black and White

Explain the principles
that are basic to assessing, measuring and evaluating student progress in an area of development in your main teaching area.

Assessment scheduals and tasks for our Art students are design in programs that embraces "assessment should be an integral part of each unit of work and should support student learning". Students are assess on their background work and their creative note taking in their Visual Arts Diary, as well as case study or essays. Students are assess on presentation of works, on development of Art works and written work with peer and student self assessment and self reflection as well. Activities and tasks are designed to stimulate and promote reflection and creativity and students have available a variety of materials and forms. Our Art programs promote ICT , Digital Media Photography and connect in real world ways for the students to other activities and other subjects. eg. WAVE
Our programs provide clear understanding of tasks and the RUBRIC by which the tasks will be assessed and our students understand whats required of them to achieve.


Outcomes Based Learning
Spady(1994) suggests ten categories of outcomes, based on "fundamental life performance roles"(P.21). he suggested that these life performances roles require complex applications of many kinds of knowledge and all kinds of competence as people confront the challenges surrounding them in their social systems. He proposed that no matter what major life roles learners faced after formal education(worker,employer,parent,etc.), they would need to be competent in his Ten Inter-Related Life Performance Roles.

The Life Performance Roles Spady(1994) suggested were:

1. Learner and Thinker.
2. Listener and Communicator.
3. Implementer and Performer.
4. Problem Finder and Solver.
5. Planner and Designer.
6. Creator and Producer.
7. Teacher and Mentor.
8. Supporter and Contributor.
9. Team Member and Partner.
10. Leader and Organiser.

Spady suggested that one way to prepare students for these life roles was to "continually engage students in both individual and team activities that explore important issues or phenomena, use multiple media and technologies, create products that embody the results of students explorations, and call for students to explain their work and products to adult and student audiences".

3 Advice on Assessment (from the Board Of Studies)

3.1 Assessment for Learning

The Board’s revised syllabuses advocate assessment for learning. Assessment that enhances learning recognises that learners use their current understanding to discover, develop and incorporate new knowledge, understanding and skills. Assessment for learning helps teachers and students to know if that current understanding is a suitable basis for future learning.

Assessment occurs as an integral part of teaching and learning. Teacher instruction and assessment influence student learning and learning processes. This involves using assessment activities to clarify student understanding of concepts, and planning ways to remedy misconceptions and promote deeper understanding.

Assessment for learning encourages self-assessment and peer assessment. Students can develop and use a range of strategies to actively monitor and evaluate their own learning and the learning strategies they use.

The feedback that students receive from completing assessment activities will help teachers and students decide whether they are ready for the next phase of learning or whether they need further learning experiences to consolidate their knowledge, understanding and skills. Teachers should consider the effect that assessment and feedback have on student motivation and self-esteem, and the importance of the active involvement of students in their own learning.

By integrating learning and assessment, the teacher can choose which aspects of a student’s performance to record. These records can be used to monitor the student’s progress, determine what to teach next and decide the level of detail to be covered. At key points, such as the end of the year, this information is also available for the teacher to use to form a judgement of the student’s performance against levels of achievement. This judgement can be used to inform parents, the next teacher and especially the student, of the student’s progress. Consequently, teachers using their professional judgement in a standards-referenced framework are able to extend the process of assessment for learning into the assessment of learning.

Principles of assessment for learning
Assessment for learning:

• AP1 emphasises the interactions between learning and manageable assessment strategies that promote learning
• AP2 clearly expresses for the student and teacher the goals of the learning activity
• AP3 reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark
• AP4 provides ways for students to use feedback from assessment
• AP5 helps students take responsibility for their own learning
• AP6 is inclusive of all learners.

Details on how these principles translate in practice can be found on page 58 of the Visual Arts Years 7–10 Syllabus. One activity in this document has been annotated to show how the principles of assessment for learning feature in that activity. It can be found on page 17.

OUTCOMES
Stage 5 Visual Arts

• 5.1 develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks
• 5.2 makes artworks informed by their understanding of the function of and relationships between the artist – artwork – world – audience
• 5.3 makes artworks informed by an understanding of how the frames affect meaning
• 5.4 investigates the world as a source of ideas, concepts and subject matter in the visual arts
• 5.5 makes informed choices to develop and extend concepts and different meanings in their artworks
• 5.6 demonstrates developing technical accomplishment and refinement in making artworks
• 5.7 applies their understanding of aspects of practice to critical and historical interpretations of art
• 5.8 uses their understanding of the function of and relationship between artist – artwork – world – audience in critical and historical interpretations of art
• 5.9 demonstrates how the frames provide different interpretations of art
• 5.10 demonstrates how art criticism and art history construct meanings

3.2 Planning for Effective Learning and Assessment

The diagram below summarises a model for integrating learning and assessment. It emphasises that outcomes are central to the decisions teachers make about the learning to be undertaken and the evidence of learning that needs to be collected. This evidence enables teachers to determine how well students are achieving in relation to the outcomes and to provide students with feedback on their learning. Evidence of learning assists teachers and students to decide if students are ready for the next phase of learning or if teachers need to adapt programs to provide further learning experiences to consolidate students’ knowledge, understanding and skills.

3.3 Designing Effective Learning and Assessment

Designing effective learning experiences requires the selection of activities that develop students’ knowledge, understanding and skills and that allow evidence of learning to be gathered. Methods of gathering evidence could include informal teacher observation, questioning, peer evaluation and self-evaluation, as well as more structured assessment activities. Assessment should be an integral part of each unit of work and should support student learning.





Student Entry
WAVE Design
Year 9


When designing assessment activities, teachers should consider whether the activity:
• has explicitly stated purposes that address the outcomes
• is integral to the teaching and learning program
• shows a clear relationship between the outcomes and content being assessed
• allows students to demonstrate the extent of their knowledge, understanding and skills
• focuses on what was taught in class and what students were informed would be assessed
• provides opportunities to gather information about what further teaching and learning is required for students to succeed
• provides valid and reliable evidence of student learning and is fair.

3.5 Sharing Learning and Assessment Intentions

Students must be aware of what they need to do to demonstrate evidence of learning. This information could be conveyed informally or formally by the teacher, as appropriate for the learning activity. Students should be informed of the criteria that will be used to assess their learning. They should be clear about the meaning of the language used, and the subject-specific terminology. They also need to be clear about any sources or stimulus material that are appropriate to the activity.

It may be helpful to give students models of good responses and templates, or procedures to help them demonstrate the extent of their knowledge, understanding and skills.


3.6 Effective Feedback to Students

The aim of feedback is to communicate to students how well their knowledge, understanding and skills are developing in relation to the outcomes. Feedback enables students to recognise their strengths and areas for development, and to plan with their teacher the next steps in their learning. They are then given opportunities to improve and further develop their knowledge, understanding and skills.

Teacher feedback about student work is essential for students and is integral to the teaching and learning process. Student self-reflection and peer evaluation can also provide valuable feedback to students. Students should be provided with regular opportunities to reflect on their learning.

Feedback should:
• focus on the activity and what was expected
• be constructive, providing meaningful information to students about their learning
• correct misunderstandings
• identify and reinforce students’ strengths and state clearly how students can improve.

Forms of feedback include:
• oral discussion with class, groups or individual students
• written annotations
• general comments to the class about those aspects of the activity in which students excelled and those aspects that still need addressing
• examples of good responses
• peer evaluation and self-evaluation.


3.7 Recording Evidence for Assessment
Recording student performance needs to be manageable. Teachers should make decisions about which aspects of student performance on an activity should be recorded, and in what format. The teacher can use this information to ascertain students’ progress, what needs to be taught next and to what level of detail, and to form a judgement of student achievement at key points.

Record-keeping should reflect the reporting processes of the school and may take the form of individual comments or notations, marks, grades or visual representations for the activities.
For further information click on BOS

ED2135 QUESTION 1 INSTRUCTIONAL STRATEGIES

Describe how you would go about selecting and applying a range of instructional strategies and resources to a lesson in your main teaching area.

The aim of instructional strategies and resources is to activate students prior knowledge through the use of engaging strategies designed to focus learning, and stimulate students intrinsically to learn.
Maslow and Glasser believed for intrinsic learning to function basic needs must be met first ie. Belonging, love, freedom security , maslow states the physical needs must be met first before deeping stronger learning can be achieved. Creating a safe , secure and aethetically appealing learning environments where students have a sense of place and a creative stimulating learning experience. This is the foundation to assist our learners into their future.

Of the ten guidelines for teaching and preparing young people for the 21st Century prepared by Australian researchers Beare & Slaughter, eight refer to important features of Steiner Waldorf education:

1. Appropriate imagery - choosing metaphors with care and imagination
2. Teach for wholeness and balance - holistic paradigm;
3. Teach identification, connectedness, integration - epistemological inter-connectedness;
4. Develop individual values - value the individual;
5. Teach visualisation - development of the picturing imagination;
6. Empowerment through active hope - distinguish between faith and hope;
7. Tell stories - use story telling and mythology as powerful teaching tool; and
8. Teach and learn how to celebrate - celebrate festivals.

Or, to summarise the spirit of the above in the words of Rudolf Steiner:

The need for imagination,

a sense of truth
and a feeling of responsibility

---these are the three forces which are the very nerve of education.

Rudolf Steiner

Now we have established a safe community that allows our students to belong with Value and worth and addressed their basic needs
The next fundamental question is to establish, what outcomes are to be achieved and how these activities and tasks will be structured to stimulate understanding and intrinsic development of the subject.
What as the teacher, will demonstrate and assess what the students are to know, do and value.
My teaching area is Visual Arts and Visual Design assistant. Stage 5 Visual Art is the subject area I have choosen
After establishing what my students are to learn, learn about and the outcomes being targeted, by accessing program, scope & sequence BOS syllabus and support material.
Now the lesson planning, sequencing and timing, activities and tasks are placed. To be effective in this planning , one cannot plan these activities and tasks without understanding how our children learn, how multiple intelligences theory effects the individual, how learning, development and understanding can be achieved and at different rates.










Gardner's Principles:

1. Individuals should be encouraged to use their preferred intelligences in learning.

2. Instructional activities should appeal to different forms of intelligence.

3. Assessment of learning should measure multiple forms of intelligence.

Vygotsky's theory that our children learn through social interaction is a very valid point and social interaction should be applied and used as a resource, and a way of building deeper understanding and learning. through group activities such as jig saw learning , mind maps, debates, discussion and social research and learning ie.computer, digital media, www.

Vygotsky's major theme is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." (p57).

A second aspect of Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.
Because Vygotsky's focus was on cognitive development, it is interesting to compare his views with those of Steiner, Bruner and Piaget .

So now comes the task as the teacher to incorporate these ideals and theories in to practice. how we as teachers will use our lead , our control to stimulate learning and intrinsic construction of higher learning when the students have autonomy.

Introduction of the lesson.
this is where students settle,are greeted and introduced to the lesson, the Teacher encouraging discussion from previous lesson , a time to recap, recall, address home work questions , these activities can be done as a group out the front, in a circle,a way a picking up where students understanding is , any personal issues that may have come to the class. It gives time for deeper understanding and development from last lesson this then allows the swing back to the tasks of the day.
the teacher could mind map, play or role play to ask and stimulate discussion about artist for this discussion. Use Group work strategies to research and investigate the tasks of investigation of The Frames, analysis, interpretation and judgement tasks eg. Think, Pair, share This area of Teacher control or lead is soften and allows the swing of peer and social building of understanding and concept to the artist and art works , it gives time for deeper understanding from last lesson this then allows the swing back to the tasks of the day. Example taken from my lesson plan collect 3 - 5 objects of meaning. like artist being investigated, ( after returning sketch, draw etc in Visual Art diary, assemblage ideas and note meanings of objects, water colour or pencils or charcoals)
Presentation of assemblage, photographs for Arts diarys.
Peer and group discussion of information experienced in art making tasks, the students peer and self assess, ( Creative note taking eg. colour photocopies collages, colour and text)the students making the connections to focus artist and artworks. again this activity could be a guided activity and leading to deeper understanding of how the Frames establish undertsanding about the artist and artworks, without the teacher leading, more contributing to the communities developing understanding of the subject. This could lead to key areas that need further understanding so a group activity or Jigsaw task could build on even further as the class evaluate what's known now what's the understanding.
or as a bit of creative fun finish with group art making assemblage where each student presents meaning and reason to their placement. even this activity is a time to reflect on todays understandings and individual students.

ED 4238 Question 4 Fundamental Beliefs, Classroom management

However a teacher teaches, at the end of the day their own fundamental beliefs about learning, discipline, the nature of children and how they value education take over. What are your fundamental ideas about the nature of education and classroom management?

Teacher's Role

I have come to the frightening conclusion that I am the decisive element in the classroom...As a teacher, I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized (Ginott, 1976).

When acting as the decisive element , allowing the pendulum to swing from students autonomy to Teacher control . The teacher needs to use this Power to stimulate , challenge, develop , encourage and enhance motivation and the learning experience.

"Our highest endeavor must be to develop free human beings who are able of themselves to impart purpose and direction to their lives."
Rudolf Steiner.

My fundamental ideas about education are strongly place in the Steiner Curriculum and philosophy which embraces the understanding of development and creating environments where our children can make responsible choices about their education and go on to be responsible decision makers of the future.
The definition of class room management is A broad set of teaching behaviors through which the teacher shapes and maintains learning conditions instruction resulting in a learning community. Effective classroom management is an ongoing, maintenance oriented process. It involves motivating students to learn, providing appropriate instruction and feedback, and managing student work. efforts of the effective classroom teacher are proactive, responsive and supportive. Its our roles as teachers to promote a good learning community, using various strategies
Rogers and Freiberg 2000 believed the learning which takes place from choices is processed faster and at a deeper level than in the traditional classroom. Students learn to evaluate their own learning through a reflective process that includes feedback from the teacher and peers as well as self reflection. the student can become a self disciplined learner.
Its our role to develop positive learning communities that consist of facilitative leadership which promote shared decisions, facilitative teachers who involve others, students, parents, colleagues and the greater school community in the learning process. we need to plant the seeds of relationships that allow our students to become lifelong learners and effective responsible people.










A Sense of Place
A place to belong
A community.









My personal set of Values and ideas about Classroom management are as follow
1 establish a strong set of personal values and beliefs .
Prayer to St Francis
Lord, make me an instrument of Your peace.
Where there is hatred, let me sow love;
where there is injury, pardon;
where there is doubt, faith;
where there is despair, hope;
where there is darkness, light;
and where there is sadness, joy.
O, Divine Master,
grant that I may not so much seek
to be consoled as to console;
to be understood as to understand;
to be loved as to love;
for it is in giving that we receive;
it is in pardoning that we are pardoned;
and it is in dying that we are born to eternal life.

I also find strength in the ideas of Compassion, as my dear departed friend often stated "Compassion to strangers is the hardest test of our Faith".
So as a caregiver, parent and Teacher I face each day armed with my tools of faith.
This role we have as teachers and parents is one of great responsibility.


2 To treat and demonstrate fairness to my students, act with dignity and respect. Be respectful of others personal space.

3 Establish routines and traditions , community Class events, house keeping , distributing of materials, announcing information, conferencing and discussions.

4 Design creative lesson plans and programs that embrace Gardner"s multiple intelligences theory.

• lesson plans that design Content and tasks that are clearly understood and assessment, rubric that is fair and clearly understood as well.students are involved in the evaluation.
  
• Design tasks that intrinsically engage our students , learning experiences ZPD and social, peer interaction included in activities.
• Pace and timing of the lesson to allow time to reflect, assess, create and evaluate.
• the lesson makes intrinsic connections and sense to the student connecting to other subjects and life experiences.
• lesson plans were the tasks are fun, stimulating, engaging, challenging and achievable where the students present findings , can self reflect and create.
• lessons where seating and group shapes enhance the inclusive atmosphere, create fairness and discussion.
• the lesson should encourage fun with activities in 2D, 3D and 4D use music, DVD and Surprises

5 develop relationships with my students " they know I care and will Support them are they in pain today whats there need" How is their task going? How was their weekend? Be interested in them.

6 Guide Classroom communication so all feel included and valued.

7 Promote active listening, Courteous verbal and non verbal communication to all members of the community.

8 Classroom discipline theory never forget the only persons behavior you can control is one's own. Classroom discipline it's an Educational opportunity.

9 Community. I found this from Sapon-Shevin (1999) organizes principles of classroom management around the communities of learning notion that is both inclusive and democratic. Principal themes are related to the familiar theme of civics which she translates into characteristics of a learning community. The letters in CIVICS represent "Courage , Inclusion, Values, Integrity, co-operation and safety." all essential elements of a healthy classroom community. The importance of each individual, the interdependence and interconnectedness of the community create a learning environment in which all students can reach their potential.

10 Be passionate about your subject area.

11 Don't forget to have some fun and love being a Teacher.

ED 4238 Question 3 Bullying the problem

Bullying is a problem in many schools and classes. describe how you would use the Restorative justice model to deal with an incident in class where a student is being pushed, name called and excluded from the group.

"Bullying No Way"

The Definition for Restorative Justice is a broad term which encompasses a growing social movement to institutionalise peaceful approaches to harm, problem solving and violations of legal and human rights.

"The only person whose behaviour we can CONTROL is our own". William Glasser Choice Theory

Restorative justice methods for addressing social problems include the method of shared concern, the no blame approach, restitution, community conferencing and the formal apology.

Restorative justice approaches are designed to use the incident of misbehaviour as an educative opportunity for repairing the harm and fostering more socially responsible relationships and behaviours that take others' perspectives and feelings into account. This occurs through carefully structured opportunities for individuals to understand the impact of their actions, recognise their social responsibilities and make amends to those who have been affected by their actions. The student is assisted and supported to reintegrate, successfully into the school community. The most common form of restorative justice is community conferencing and thats why it is so important to engage the students in their management and decisions affecting their community the Class. For Restorative justice to achieve results there must exist a wider school policy, a culture of care, love, respect where all parties feel they belong. As I said to a child once that was picking on another because of a disability " everyone has a gift and a right to express their gift , we all have something to offer each other even you , at our school we are not like that with each other, it is the reason we call each other by our first names" within 2 hours the two boys were shooting baskets together and within two terms the class nominated the boy who was being pick on as their representative on the school council to represent them. I am not saying my comments changed the culture of a student or the class, is was the culture of the school community,that helped those students make responsible choices and empower their feelings as a group.

The key principles of these methods are:

• Bullying and harassment occur in the context of group behaviour.
• The aim is to develop empathy and concern for others.
• The dynamics that sustain bullying and harassment can be shifted by working with the perpetrators, and often their family and/or peer group.
• A shift in behaviour can be achieved by developing a sense of shared concern for the bullied or harassed persons.
• Punitive measures model and reinforce the abuse of power to meet individual needs, place the target at greater risk of revenge and may send the bullying underground.

Restorative justice approaches require these factors to be in place first:

• the support of the victimised person who needs to have identified that he/she is being bullied and is confident that the approach advocated will work
• preliminary investigation to clearly understand the issues before the process is implemented
• staff guidelines and professional development to build understanding, skills and confidence in using the strategies
• support within the school community for the approach
• agreement that the goal is to solve the problem rather than to interrogate, punish, blame or label individuals
• respectful facilitation of the process by trained people
• follow up monitoring of the agreement.

In dealing with the student who is being pushed, called manes and excluded from the group, firstly is the support of the victim, identify how they feel about whats happening reassure them they are safe and secure and can speak freely. allow the child to get burden of what's been happening out in the open. together we would discuss the options and arrange further meetings.
Next I would take the matter to the class guardian ,and our disciplinary teacher and perhapes the college of teachers. we would meet with the victim, agree with the victim on the process that we feel with assist the student to feel safe and secure .
Next would be a series of meetings modeled on the the no blame theory. Consultation with the teachers who know the peer group well to establish a balanced group consisting of the main perpetrator and supporters, friends of the victimised person, and two assertive peers who have not attempted to prevent the bullying or harassment. Convene a structured meeting of this group (without the targeted student present) to develop shared responsibility without blaming, to elicit suggestions for solving the problem, to encourage shared action and to establish a subsequent meeting (possibly in a week) to discuss progress. (Note: The victimised person does not attend this group meeting.). What happens next is the student feels even more supported because more teachers are involved and the meetings generate feelings of support from class mates. The guardian Teachers and Students discuss and conference ideas that can help the class came together. The teachers continue observation, relationship development and support of the victim and the whole class, monitoring how our students are developing ways to make responsible choices about their communication, actions and needs. this may be done by just shooting baskets or kicking a ball, discussing a movie or an event.

Examples of Restorative methods include :

• No blame approach
• Method of shared concern
• Formal apology
• Community conference
• Restitution.
  

No blame approach

The no blame approach provides teachers with a way of encouraging empathy and dealing with individual bullying or harassment behaviours. The teacher acts both as facilitator and intermediary between the parties. Here is the no blame approach sequence:

1. Meet the victimised person to provide support, explain the proposed process and collect material on the impact of the bullying or harassment.
2. Consult with teachers who know the peer group well to establish a balanced group consisting of the main perpetrator and supporters, friends of the victimised person, and two assertive peers who have not attempted to prevent the bullying or harassment.
3. Convene a structured meeting of this group (without the targeted student present) to develop shared responsibility without blaming, to elicit suggestions for solving the problem, to encourage shared action and to establish a subsequent meeting (possibly in a week) to discuss progress. (Note: The victimised person does not attend this group meeting.)
4. Support the victimised person through daily meetings to check progress.

• Examples

Method of shared concern

This method (developed by Pikas, 1989) enables the trained teacher or counsellor to establish shared concerns and encourage shared solutions to the problem. The method includes initial individual meetings with perpetrators as well as a final meeting of all parties. This is the method of shared concern sequence:

1. Gather preliminary to understand the problem.
2. Meet each of the perpetrators individually to encourage acknowledgment of the situation and to develop constructive responses and a plan to change the behaviour.
3. Meet the person being bullied or harassed.
4. Meet perpetrators individually to review progress of their agreement.
5. Following positive signs of change, hold a meeting of all perpetrators to reinforce the changes made and prepare for the next meeting.
6. Hold a final combined meeting of all involved as a public demonstration that the behaviours have ceased.

Instead of 'bullying the bullies', both of these strategies establish shared concerns and shared solutions to reconcile differences and encourage more equitable behaviour.

The Sheffield Project in the UK was able to achieve a 75% success rate with the method of shared concern. However it was found that multiple strategies are needed for those students who persistently bully others. The strategy has also been used effectively in British, other European and Australian schools.