What does effective collaboration look like? What does it really look like to be a critical thinker?
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These skill are more oriented towards process than content, making them difficult to assess in a standardized way. If administrators hold tightly to hierarchy, teachers are more likely to see themselves as the authority figure in the classroom. Conversely, if there is a respectful partnership between administrators and teachers that approach transfers to the classroom, modeling how teachers can treat students as partners in the learning process. Another important key to success is for educators to move away from siloed disciplines and work together in groups. Rosenstock said High Tech High teachers rarely work alone.
Instead, they look for ways to create projects that cross the boundaries of disciplines, the way real world problems often do. In those cases, it might help them to see deeper learning in action in order to understand how they might be able to implement it in their classrooms.
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One easy way to try out deeper learning is to ask students what interests them. Throw the ideas up on the board and group them, looking for an overarching theme. Rob Riordan has tried this method with students of all ages.
With one sixth grade class it was clear that all their questions were linked to the end of the world. The class ended up studying asteroids, earthquakes, the Mayan calendar and other apocalyptic events. The core competencies of deeper learning will transfer beyond school and into the rest of students lives. That makes it imperative that all students acquire them through school and makes any discussions of deeper learning one about equity.
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Connecting beyond the Classroom - Move from local to global learning modes | Professional learning
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Previous Radio. Support KQED. About KQED. The lessons, as the author states, fit into classes that are 45 minutes to 90 minutes. In an effort to understand what works in the classroom to better engage Indigenous students and minimize behavioural responses my colleagues, Linda Llewellyn, Brian Lewthwaite, and I conducted a review of the research literature.
This included all peer-reviewed literature published in English, both Australian and international with the aim of identifying strategies that support the behaviour of Indigenous students. Much of the published literature was advice literature rather than empirically based studies that showed what actually improved behavioural outcomes for Indigenous students. The Australian literature in particular was replete with strategies to support Indigenous student behaviour, but lacked empirical evidence. Only five studies were specifically based on the topic directly, and of these three suggested strategies, but little evidence was offered for the specific strategies.
Teachers need an understanding of power relations and the deficit paradigm. A deficit paradigm is a view that has long been deeply embedded in the culture of Western schools and still held by some teachers, administrators and others in positions of power. Teachers also need to know that the power relations that were experienced by Indigenous families historically in Australia have left a mostly negative influence which has filtered into the realm of education, one that continues to have an influence today.
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Failure to understand this historical element may result in unnecessary conflict as cultural differences can lead to misunderstandings. In addition, research has shown a fundamental difference between Western Balanda and Yolgnu Indigenous Australian people inhabiting north-eastern Arnhem Land in the Northern Territory of Australia cultures in the context of education and world views. For example, Yongnu students might not be able to transfer classroom learning to other contexts outside of the classroom, as they might connect meaning only to the school context.
Therefore it is important for teachers to emphasise process and principles with clearly applicable examples for Yongnu students.
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Also Yongnu students might not be willing to learn from those with whom they do not have a trusting, close relationship because learning is centred on personal relationship rather than on an information orientation. All in all, teachers must reflect on their own cultural orientations and identify their ideology and beliefs honestly. Warm demanders are teachers who develop relationships with their students and do things to let their students know they care for them.
Successful teachers of Indigenous children have an interest in the lives of their students. They employ humour by directing deprecating humour at themselves and not at children. They also explain jokes and avoid sarcasm, and direct humour to the whole class, not at individual students. Relationships are a priority in schools successful with Indigenous students. In order for classroom behaviour support to be successful teachers should also know or be willing to learn: the culture and characteristics of students, their learning strengths, successful teaching methods for Indigenous students and proactive behaviour support strategies.
In conclusion, while the advice literature offers numerous suggestions, as I see it, Australian research evidence is still lacking. If we are serious about improving the outcomes of our Indigenous students we need to fund and carry out much more research in this field. Dr Helen Boon is a Senior Lecturer in the areas of educational psychology, special needs and behaviour management at James Cook University.