Sunday, August 8, 2010
Tuesday, July 27, 2010
week 2 Middle Phase
Why do we need Qld to reform middle years of schooling.
I actually don't see why we should, after the readings this week i am still not convinced. I like the fact that students entering year 8 get to have a variety of different subjects with different teachers. Most students have long been anticipating going to high school so they can have different teachers. Moving around the school having different teachers and different subjects is more fun and interesting to a year 8 then having to sit in the same class and same teacher for most of the day. I think that in high school specialist teachers have knowledge and passion in their subject areas, and by having the one teacher for a few subjects that specialist knowledge will disappear.
What aspects of middle schooling have you seen so far that you consider are the best practices.
Currently at the school I am doing my prac students have different teachers in specialist areas like phy ed , hospitality, fashion, manual arts, art, music and then they have the same teacher for English, sose, history or maths and science. I do like this concept they are getting variety but still have the same teacher for 2-3 subjects. I believe if the teacher is a great teacher the whole idea of one teacher for numerous subjects could be fantastic but what if that one teacher is not engaging you could lose allot of students interest in those subjects.
According to Knipe what students wanted to talk about was the different teachers and what they thought about them. at this stage comments about subjects were closely bound up with thoughts about particular teachers. (Knipe2007)
Overall I think a teacher that is engaging and makes learning enjoyable will make a difference in a students life whether they have them for 2-3 subjects or just one subject.
I actually don't see why we should, after the readings this week i am still not convinced. I like the fact that students entering year 8 get to have a variety of different subjects with different teachers. Most students have long been anticipating going to high school so they can have different teachers. Moving around the school having different teachers and different subjects is more fun and interesting to a year 8 then having to sit in the same class and same teacher for most of the day. I think that in high school specialist teachers have knowledge and passion in their subject areas, and by having the one teacher for a few subjects that specialist knowledge will disappear.
What aspects of middle schooling have you seen so far that you consider are the best practices.
Currently at the school I am doing my prac students have different teachers in specialist areas like phy ed , hospitality, fashion, manual arts, art, music and then they have the same teacher for English, sose, history or maths and science. I do like this concept they are getting variety but still have the same teacher for 2-3 subjects. I believe if the teacher is a great teacher the whole idea of one teacher for numerous subjects could be fantastic but what if that one teacher is not engaging you could lose allot of students interest in those subjects.
According to Knipe what students wanted to talk about was the different teachers and what they thought about them. at this stage comments about subjects were closely bound up with thoughts about particular teachers. (Knipe2007)
Overall I think a teacher that is engaging and makes learning enjoyable will make a difference in a students life whether they have them for 2-3 subjects or just one subject.
Wednesday, July 14, 2010
Reflection on teaching and learning
Learning is happening all the time in every ones life. Whether they are aware they are learning or not. There is formal learning where a teacher is trying to teach student something and then informal learning that could just happen in daily life. Not all learners like to learn or able to learn, in the same way. This is where the teacher or learning manager steps in to guide the learner on their own journey. Teaching can be done in many different ways and knowing your students can help you to achieve success for all their learning. Designing and implementing lessons that engage the learners and give them the tools to keep acquiring knowledge will help your students. Learning styles are different to learning abilities. A style can be how a student likes to learn. It seems that different learners success can be influenced by a mismatch in teaching styles and learning styles.( Chapter 1 Some perspectives on learning and teaching.) In some subjects students like to learn in a certain way and then in other subjects students might like to learn in a different ways. As a teacher you need to develop your repertoire of different teaching strategies. In your teaching areas offering different ways for students to learn in you will find out what is effective and what is not. You will need to be aware that all students are different and what works for one student might not work for the rest. You will also need to be aware that having a student in middle phase of schooling, their learning might happen in a certain style but when the go onto senior school you might need to be aware that your teaching style will need to change. By using many tools available to teaches eg productive pedagogies, Deminsions of Learning, Blooms taxonomy these can all help for the Teachers / Learning Managers to make the learning journey as successful as the student wants.
Reference Chapter 1 Some perspectives on learning and teaching (Readings)
Sorry about my referrencing I will look up reading and come back and reference properly later. Not sure on Author yet
Recall an experience where another person preformed all kinds of teaching or training tasks designed to help you learn yet you still unable to learn, what it was that hoped you learn. apply the distinction between teaching as a task term and teaching as an achievement term to your experience and list the activities or tasks the person preformed designed to help you learn. Then try to identify the factors and variables that you believed prevented you from learning. What does your analysis suggest for your own teaching practice.
Working in a hairdressing salon we were always having to do training nights. We would have different teachers come to the salon and teach us the latest styles and colours. We would have to have our own model that we would cut or colour their hair to how the teacher taught us. This all sounded good in theory but often would come unstuck. Everyone was at different stages of their learning career which made it hard for the teacher. She taught us the cut then asked us to cut our models hair. I found even though she was a great hairdresser she found it hard to break down, step by step what she was doing. I was wanting to learn how to do a graduated bob, but really didn't get it the first time. With hairdressing it is a lot about practice. She could show you but not explain the steps to you. It is often hard to work in a big group when learning a new haircut or skill. The task was to teach us a graduated bob which she did. The achievement was not really met as I could not really do it. I learnt parts of the bob from other haircuts I knew eg. bob, concave bob, but the part of the graduation was difficult and will require practice. I had to observe then do. Maybe if we would have written down the cut and I had a visual picture I would have had more success. Also practice on head block at the different angles to hold your hands would have been useful. I think learning a new haircut takes lots of different teaching techniques, visual , seeing how the haircut is preformed. Then getting students to drawn haircut. Then practice different angles of holding hands and scissors. Lastly starting out with the teacher going thru the cut step by step with you. Sectioning hair and making sure that section is correct before moving on to next section . It was a good learning tool for me on how not to teach and how students need lots of different ways to learn. Lastly I would make sure there were plenty of opportunities for further practice on the cut just learnt.
Working in a hairdressing salon we were always having to do training nights. We would have different teachers come to the salon and teach us the latest styles and colours. We would have to have our own model that we would cut or colour their hair to how the teacher taught us. This all sounded good in theory but often would come unstuck. Everyone was at different stages of their learning career which made it hard for the teacher. She taught us the cut then asked us to cut our models hair. I found even though she was a great hairdresser she found it hard to break down, step by step what she was doing. I was wanting to learn how to do a graduated bob, but really didn't get it the first time. With hairdressing it is a lot about practice. She could show you but not explain the steps to you. It is often hard to work in a big group when learning a new haircut or skill. The task was to teach us a graduated bob which she did. The achievement was not really met as I could not really do it. I learnt parts of the bob from other haircuts I knew eg. bob, concave bob, but the part of the graduation was difficult and will require practice. I had to observe then do. Maybe if we would have written down the cut and I had a visual picture I would have had more success. Also practice on head block at the different angles to hold your hands would have been useful. I think learning a new haircut takes lots of different teaching techniques, visual , seeing how the haircut is preformed. Then getting students to drawn haircut. Then practice different angles of holding hands and scissors. Lastly starting out with the teacher going thru the cut step by step with you. Sectioning hair and making sure that section is correct before moving on to next section . It was a good learning tool for me on how not to teach and how students need lots of different ways to learn. Lastly I would make sure there were plenty of opportunities for further practice on the cut just learnt.
Teaching and Learning
I was studying a Diploma of Recreation/Fitness
What was the reason for your learning? Did it just happen or was it planned?
I have always wanted to learn more about sport and fitness. I have loved sport since a child and it was a natural step for me to learn about something I love.
Were you anticipating sucess? Was your motivation intrinsic or extrinsic?
I loved everything I was learning. At the start I was hungry for information so it was easy to suceed. As the course developed and got harder I had to put in alot of work to achieve sucess. It was a terrific learning curve for me one of the best things I have ever done.
Was it a useable or desirable thing to learn.
Yes I gained work straight away in a gym which I loved and has lead me on a path of lifelong learning. It gave me the confidence to go to uni and get a degree.
Was it a by heart rote type of learning or was it more about understanding.
It was more rote learning. Especially Anatomy and Physiology and all the subjects on the body and how they worked. I had to learn how to study again. Writing things down, saying them over and over again. I used many different methods to remember information.
What sort of aids did you have in learning? eg did you respeat it over and over again.
Computes, lots of practice at practical tasks. When learning the theory i wrote everything down then would reapeat it to myself over and over. I would also study with peers and teach each other everything we knew about the subject.
Who did you learn from? Did somebody support you, model or explain the desired learning outcomes.
The teacher
Other students
How did you know you were successful in learning it. did someone praise you.
exams
practical leswsons
teacher would tell me if I was on the right track.
What was the reason for your learning? Did it just happen or was it planned?
I have always wanted to learn more about sport and fitness. I have loved sport since a child and it was a natural step for me to learn about something I love.
Were you anticipating sucess? Was your motivation intrinsic or extrinsic?
I loved everything I was learning. At the start I was hungry for information so it was easy to suceed. As the course developed and got harder I had to put in alot of work to achieve sucess. It was a terrific learning curve for me one of the best things I have ever done.
Was it a useable or desirable thing to learn.
Yes I gained work straight away in a gym which I loved and has lead me on a path of lifelong learning. It gave me the confidence to go to uni and get a degree.
Was it a by heart rote type of learning or was it more about understanding.
It was more rote learning. Especially Anatomy and Physiology and all the subjects on the body and how they worked. I had to learn how to study again. Writing things down, saying them over and over again. I used many different methods to remember information.
What sort of aids did you have in learning? eg did you respeat it over and over again.
Computes, lots of practice at practical tasks. When learning the theory i wrote everything down then would reapeat it to myself over and over. I would also study with peers and teach each other everything we knew about the subject.
Who did you learn from? Did somebody support you, model or explain the desired learning outcomes.
The teacher
Other students
How did you know you were successful in learning it. did someone praise you.
exams
practical leswsons
teacher would tell me if I was on the right track.
Sunday, July 11, 2010
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