Hattie's Characteristics of an Expert Teacher
According to Professor John Hattie, an EXPERT TEACHER can:
· Identify essential representations of their subject
· Guide learning through classroom interactions
· Monitor learning and provide feedback
· Attend to affective attributes
· Influence student outcomes
As expert teachers ourselves, we too are able to uphold and deliver on these requirements and these teaching skills are all harnessed and incorporated within the set group project –Telling the Truth.
A.Identify essential representations of their subject
As expert teachers, we have a deeper understanding of what is required in effective and efficient teaching and learning, so to achieve this we have implemented the use of WEB 2.0 technologies within our pedagogical tools. These applications then provide students with a relevant, appropriate and autonomous driven learning tool. [A1]
B.Guide learning through classroom interactions
As expert teachers, we are proficient at creating an optimal classroom climate for learning and this centres around the digital classroom, where the implementation of ICT is mandatory for the teacher’s control and the student’s autonomy. [B5] Students are able to work in collaboration and cooperation with peers, parents, teachers and the wider community through the use of such social networking pedagogical tools, which ultimately motivates the students to learn.[B6]
C.Monitor learning and provide feedback
As expert teachers, we are more adept at monitoring student problems and assessing their lack of understanding and progress. For the completion of this set task, students/families are required to use a wiki page to contribute and collaborate- this then allows the teacher to be able to access their work and contributions daily so we are able to provide much more relevant, useful feedback. Thus feedback can be given at any time during the construction of the assignment and not just when it is completed (by both teachers and parents). [C8]
D.Attend to affective attributes
As expert teachers, we have a high respect for our students, and are passionate about teaching and learning. So through the use of such an online task, we are able to meet our students fundamental needs by offering them an opportunity for collaborative discussion and contributions, while also giving them the power, freedom and control over their learning. [D11, D12]
E.Influence student outcomes
As expert teachers, in the set task we are engaging students in learning and developing their self-regulation, by involving them in mastery learning which ultimately leads to self-efficacy and a greater self-esteem as learners. [E13] Through the group project, we are encouraging a deeper learning, by providing engaging yet challenging tasks, plus setting goals for the students to achieve (both individually and in collaboration with peers). [E14, E16]
Within education it is the EXPERT TEACHERS that make all the difference!!!
Bloom's Taxonomy (Updated)
By implementing Bloom’s Taxonomy within our group project (note: this is Year 12 Advanced Task), we are able to encourage our student’s to achieve a higher- order thinking as we enhance surface and encourage deeper learning.
Within the set task students are required to achieve the higher/upper thinking required in cognitive development.
Firstly they are asked to CREATE a newspaper article relevant to the set headline (this then builds upon their knowledge and understanding of the requirements of newspapers articles, and applying them in this set context).
The students are again to CREATE a video/footage by putting together these known elements to form a coherent and functional whole; this is building upon all previously learnt cognitive understandings.
Next the students are required to UNDERSTAND, APPLY and ANALYSE relevant images in relation to their previous knowledge and understanding of the topic/concept- Telling the Truth.
Throughout the entire task, students are required to reflect, REMEMBER, ANALYSE and EVALUATE their contribution to the task, their understanding of key concepts and the success of the completed project. Students are required to reflect descriptively on their progress, provide a self- reflection and a critical reflection. Within this journal, the students are making judgments based on criteria and standards through checking and critiquing.
By incorporating Bloom's taxonomy within this set group project we are ensuring that our students are achieving higher order thinking, necessary for the completion of the HSC course and assessments.
NEW Version
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In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. The graphic is a representation of the NEW verbage associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verb Forms to describe the different levels of the taxonomy.
Note that the top two levels are essentially exchanged from the Old to the New version.
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Old Version
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| Remembering: can the student recall or remember the information? |
define, duplicate, list, memorize, recall, repeat, reproduce state |
| Understanding: can the student explain ideas or concepts? |
classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase |
| Applying: can the student use the information in a new way? |
choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. |
| Analysing: can the student distinguish between the different parts? |
appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. |
| Evaluating: can the student justify a stand or decision? |
appraise, argue, defend, judge, select, support, value, evaluate |
| Creating: can the student create new product or point of view? |
assemble, construct, create, design, develop, formulate, write. |
Gardner's Multiple Intelliegences
This group assessment task caters for a variety of Gardner’s Multiple Intelligences. It caters for students who are:
· SPATIAL – Visual media (such as required vide footage and images) help students acquire concrete concepts, such as object identification, spatial relationship, or motor skills where words alone are inefficient.
· BODILY/KINESTHETIC – the opportunity to perform in the video task caters to the students who learn best through movement, because they communicate well through body language and be taught through physical activity, hands-on learning, and role playing.
· INTERPRESONAL – this set task gives students the opportunity to work in a group dynamic, where they share, collaborate and contribute to the final outcome
· INTRAPERSONAL – students are required to reflect upon the experience individually, requiring personal reflection, thought and sentiment
· LINGUISTIC –The set task of writing a newspaper article, appeals to the learners who have highly developed auditory skills and often think in words.
By catering for the differnt learning styles, we are able to meet the needs of all our students, and build upon their individual gifts and talents.
Development of the Lesson
NB: This task is issued at the commencement of the course, and due the week of its completion (Issued Wk.1 – Due Wk.12)
The entire task works and functions on the premise of an ‘effective classroom is a collaborative community’; we have built upon this with the inclusion of a variety of Web 2.0 technologies. Nevertheless, the entire project still operates in accordance with the standard lesson structure:
1. INTRODUCTION
· background information to the misrepresentation of texts
· introduction to Frontline
· outcomes are clear and concise
· scaffolded learning – examples of articles and digitally enhanced images
. encourgaement and motivation
2. MAIN ACTIVITIES
· the creation of the relevant article
· creation of the video – stimuli / multimedia
· analysis of the images – stimuli – multimedia
3. CONCLUSION
· Journal / reflection
· Evaluation
[Refer to Motivation to Learn to see how we implemented the cognitive, constructivist and higher-order thinking theorists)
Motivation to Learn
New approaches to learning necessitate new approaches to teaching. For instance; high- order thinking skills, constructivist approaches, multiple- intelligences, the different ‘habits of mind’, employing a wide range of assessment techniques & using computer based technology to enable students to gain information & develop. Therefore, this set task is an online collaborative project that includes students and parents.
By implementing the 16 Habits of Mind in the task, we are able to encourage and motivate our students.
There are many other ways that students are motivated to learn throughout the completion of this assignment:
The rapid development of computer and Internet technologies has dramatically increased the ways of teaching and learning. Among these new approaches, online Web-based education has become a promising field, especially for social interaction and collaboration. This set task aims to highlight Vygotsky’s theory, that “social interaction plays a fundamental role in the development of cognition.” (Vygotsky, 1978)
A mandatory part of the HSC syllabus is the implementation of ICT within the course- this task provides an engaging and collaborative manner so that this component is readily achieved (refer to Advanced English Syllabus for more information).
- Parental / Guardian participation
This helps motivates the students, as they are now taking on the role of the teacher- teaching their parents/guardian the ways of web, and showing teaching them just how important and relevant such applications are to their studies. The aim of this assignment is to associate and engage both students and parents with ICT. Web 2.0 is an innovative wave of technology adding more appropriate educational value to the World Wide Web.
The manipulation of the truth by the media is an engaging topic that is very relevant in today’s world. The inclusion of such a course and hands-on assessment, works on the premise of “Tell me, and I forget. Show me, and I remember. Involve me and I understand.”
- Construction of own knowledge
Students are able to construct and monitor their own learning, which plays upon Bruner’s theory that “learning is an active process in which learners construct new ideas or concepts based upon their current/ past knowledge” (Bruner, 1966)
By considering Glasser’s Choice theory in the task, we are able to place greater emphasis on helping children achieve their needs responsibly. This is achieved by designing a task that meets the basic needs of the students- giving the students a sense of BELONGING, POWER, FREEDOM and above all else FUN.
- Implementation of Multi-media
Every wiki needs to be as engaging as possible and have as much variety as it can. The key to an effective and engaging wiki = diversity and interest = good grades (Thus the need to include videos, music, photos, and hyperlinks, del.icio.us)
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