Tag: Teaching Strategies

Reflection: Opportunities for collaboration

noniharrison on

I have recently come across Eschler’s (2016) study of the collaboration behaviours of Finnish teachers – I found it was a great read. Eschler’s (2016) findings support the ascertain that the quality and effectiveness of Finnish teachers has greatly contributed to Finland’s educational success (p. 14). Ultimately, he found that Finnish teachers have two common principles that have contributed to their success; collaboration and autonomy. Regarding collaboration, Finnish teachers demonstrate three collaboration behaviours; sharing information and knowledge, planning, and problem-solving (Eschler, 2016). Out of his study, 95% of teachers indicated that they engaged in all three of these behaviours and teachers believed these to be interconnected (Eschler, 2016). His conclusions indicate that teachers engage in both formal and informal collaboration structures and collaborate in a variety of ways for different purposes. Teachers are also not confined to collaboration just within their departments. Effective collaboration occurs across the school and with and between most teachers.

Many other articles have also posited the importance of student and teacher autonomy in enhancing outcomes and education systems.

The Guardian: How Finnish schools shine

Forbes: Finland offers lessons for building student, teacher autonomy

 

So, my thoughts on collaboration:

What possibilities could arise for collaboration between teachers and teacher librarian?

  • The need for PD and shared learning to stay abreast of new pedagogical approaches and/or technology.
  • Planning and reflecting on programs.
  • Setting short and long-term goals for departments and wider school community.
  • Organising school events e.g. Literature Festival and/or book fare.
  • Organising guest speakers and other events.

In what ways could I begin to develop collaboration with teachers in my school?

  • Work with teachers to develop inquiry units of work.
  • Work with teachers to develop teaching and assessment material; including, Assignment Help Pages, source sheets, collaborative group work activities.
  • Offer PD opportunities for teachers.
  • Work with Learning Enrichment teachers to develop strategies that assist student learning; including digital support such as, text-to-speech software and Learning Tools in OneNote.

 

Reference

Eschler, B. H. (2016). Finnish teacher collaboration: The behaviors, learning, and formality of teacher collaboration. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au

Reflection: Pedagogical Initiatives

noniharrison on
Critical Thinking Community MCEETYA four-year plan 2009 – 2012

Provides resources that link critical thinking strategies with curriculum.

Great practical strategies for enhancing teaching practice; therefore, learning experiences. I will be using this and referring back regularly. They are great reminders of effective teaching practice.

Also, the website provides a glossary of critical thinking terms, which will be very helpful for me as a teacher when planning and developing tasks and for students, so they can better understand the expectations of a task.

 

E.g.

Ensure students are actively engaged by employing these strategies when asking students to contribute their ideas:

1.     Summarise or put into their own words what the teacher or another student has said.

2.     Elaborate on what they have said.

3.     Relate the issue or content to their own knowledge and experience.

4.     Give examples to clarify or support what they have said.

5.     Make connections between related concepts.

6.     Restate the instructions or assignment in their own words.

7.     State the question at issue.

8.     Describe to what extent their point of view on the issue is different from or similar to the point of view of the instructor, other students, the author, etc.

9.     Take a few minutes to write down any of the above.

10.  Write down the most pressing question on their mind at this point. The instructor then uses the above tactics to help students reason through the questions.

11.  Discuss any of the above with a partner and then participate in a group discussion facilitated by the instructor.

The MCEETYA four-year plan outlines the strategies the Australian and state and territory governments will undertake to meet the Melbourne Declaration on Educational Goals for Young Australians (2008).

This document really focuses on the development of the individual student. It provides holistic learning and development goals by linking back to the 2008 Melbourne Declaration on Educational Goals for Young Australians.

This document helps to provide links to the Third Space of student’s learning, as it encourages stronger connections between learning institutions and students’ lives.

The document also provides recommendations to ensure quality teaching and leadership.

For each aspect MCEETYA outlines their role in the enhancement strategy.

 

E.g.

Agreed strategies and actions for supporting senior years of schooling and youth transitions:

·       providing stimulating and relevant experiences, excursions and school-community links for senior years’ students

·       ensuring all students have access to quality support, information and advice to facilitate access to further education, training, careers, and employment options

·       enabling more rural and remote young people to participate in higher education programs

 

References

Foundation for Critical Thinking. (2015). The Critical Thinking Community. Retrieved from http://www.scseec.edu.au/archive/Publications.aspx

MCEETYA. (2009). MCEETYA four-year plan, 2009-2012. Retrieved from http://www.scseec.edu.au/archive/Publications.aspx