Strategies for Effective Learning and Teaching

Effective Teaching

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Strategies for Effective Learning and Teaching by Mind Map: Strategies for Effective Learning and Teaching

1. Creating Emotionally Safe and Inclusive Learning Environments

1.1. Emotional Safety

1.1.1. Brain Anatomy Hebbs Model 1970 No Emotional Safety = Stress

1.1.2. Maslow Hierachy of Needs Physiological Safety Belonging & Love Self Esteem Self Actualization

1.2. Physical Environment

1.2.1. Room Layout Behaviourist Teacher as Director Constructivist Teacher as Facilitator

1.2.2. Lighting & Space Room Size Temperature

1.2.3. Resources

1.2.4. Ownership

1.3. Expectations

1.3.1. Pygmalion Effect Rosenthal & Jacobson (1968) Climate Feedback Input Response Opportunity

1.4. Developing +ve Relationships

1.4.1. Boundaries, Respect & Trust Behavioural Expectations Kivunja (2015) Enthusiasm Rapport with Students Academic Expectation

1.4.2. Student/Teacher Relationships Winning Over Enhances Social Relationship Positve Cohesive Bonding Strenghting Classroom Relationships Inclusivness Creating Sense of Belonging Safe Environment Ensures Sense of Self

2. Classroom Management Strategies

2.1. Prevention

2.1.1. Motivation Strategies Behavioural Reinforcement Punishment Humanist Cognitive Expectancy Value Theory Constructionist

2.1.2. Managing Emotions Effective Teachers Invisible Discipline Calm & Logical (Proactive) Non-Effective Teachers Visible Discipline Angry (Reactive)

2.1.3. Goals of Student Behaviour Misbehaviour Goals Attention Power Revenge Assumed Disability

2.2. Response

2.2.1. Theory of Bumps Low Key Responses Planned Ignore Pause Signal Glance/Stare Squaring Off Choices Implied Choices Power Struggle Diffuse don't Entertain Informal Chat Formal Chat Formal Contracts Suspension and/or Termination Dependant of Organisation Policy

3. Assessment Strategy Principles

3.1. Assessments

3.1.1. Types Formal Informal

3.1.2. Dimensions McConney & Ayres (1998) Reliable Valid (Aligned) Explicit (Clear) Educative Feasible Fair

3.2. Feedback

3.2.1. Reinforcing Improve Through +ve Changes

3.2.2. Balancing Improve by Avoiding Errors

3.2.3. Types Descriptive Corrective Motivational Evaluative

3.3. Moderation

3.3.1. Group Process Refer to Criteria Collectively Determine Grade

4. Teaching Strategies

4.1. Cooperative

4.1.1. Approaches Structural Group Focused Process Group Functioning Safe Classroom Approach Neurological Research

4.1.2. Role of Teacher Facilitator Assign Groups Determine Objectives

4.2. Didactic

4.2.1. Direct Instruction Phases Joyce, Weil & Calhoun (2004)

4.2.2. Drill & Repetition Cognitive Instructional Strategies Encoding

4.2.3. Modelling Categorising Comparing Labeling

4.2.4. Effective Questions Types Convergent Divergent Evaluative Reflective Appropriateness

5. Assessment Strategies

5.1. Alternative

5.1.1. Performance Assessment Characteristics Direct Observation Objective Focus Process Product Grading Assessment Checklists Rating Scales

5.2. Traditional

5.2.1. Subjective Short Answer Essay Restricted Vs Extended Response Assignment

5.2.2. Objective True/False Multiple Choice Best Answer Subjective

6. Visual Teaching

6.1. David Ausabel

6.1.1. Graphic Organisers Venn Diagrams Analysis Inductive Fishbone Diagram Analysis Inductive Mind Maps Remember, Understand & Analysis Inductive & Hierarchical Concept Maps Analysis & Evaluation Inductive & Hierarchical Linking Words

6.2. Audio Visual Material

6.2.1. You Tube Educational Clips Support Learning

6.2.2. Interactive Web Pages

7. ICT Teaching & Assessment Strategies

7.1. Frameworks

7.1.1. TPACK

7.1.2. SAMR

7.1.3. Authentic Learning

7.2. Internet Search Engines

7.2.1. Google

7.3. Embedding

7.3.1. Apps/Social Media

8. Unit Reflection

8.1. Learnt Content

8.1.1. Future Practice Engaging & Preventive Philosophy

8.2. Continued Learning

8.2.1. Teacher Forums Networking

8.2.2. Tribes

8.2.3. Stay Updated with Current Research

8.2.4. Prac Placements Application of Learning