teachers know their students and how they learn

teachers know their students and how they learn

• 1.
  Element 2: Teachers know their students and how they learn
• 2.
  How well doyou know your students? Have you started an individual record of behaviour for each student? Do you know each students general school achievement In terms of skills , do you know the specific achievement needs of your students? What have been some significant aspects of social behaviour for each student? Which students have physical handicaps ? Which students have emotional difficulties ? Which students need particular help in social adjustment ? Byers and Irish (1961) Is there anything else you can think of that teachers need to KNOW?
• 3.
  Teachers know theirstudents and how they learn Knowledge of and respect for the diverse social, cultural, ethnic and religious backgrounds of students and the effects of these factors on learning Knowledge of the physical, social and intellectual developmental characteristics of the age group(s) of students Knowledge of students varied approaches to learning Knowledge of strategies for addressing student needs Knowledge of how students skills, interests and prior achievements affect learning
• 4.
  anna Knowledge ofthe physical, social and intellectual developmental characteristics of the age group(s) of students 12 years old, Year 6 Indigenous background Moving to a high school away from her friends Diary for her transition into high school The most empathetic student in class. Class prefect and average intelligence Implications for Teaching Addressing physical and emotional development changes through class lessons, teaching students social development skills through moral lessons and as a teacher learning about the changes that affect students and allowing for that growth and change within the class community Theoretical Perspectives One theory which explores the effect different characteristics has on students is Vygotsky ’ s socio-cultural theory. His theory asserts that cognitive development hinges on social interaction, where children learn the culture of their community (ways of thinking and behaving )through social experiences.
• 5.
  Aleks Knowledge ofhow students skills, interest and prior achievements affect learning. Theoretical Perspectives Pre-Mack Principal – First, do what I want you to do, then you can do what you want to do Implications for Teaching Understanding the students interests Planning for the students strengths and weaknesses Setting Rich tasks aimed at targeting students interests e.g., soccer Explicit instruction on concepts Positive reinforcement including rewarding behaviour 11 years old Gregarious Russian background
• 6.
  Salmon Knowledge ofand respect for the diverse social, cultural, ethnic and religious backgrounds of students and the effects of these factors on learning. Theoretical Perspectives Maslow’s Hierarchy of Needs Human behavior is motivated by individual seeking to fulfill a series or hierarchy of needs from basic survival and safety to higher levels needs of intellectual achievement and self actualization Implications for Teaching Understanding the different cultures within the school Recognition of the cultural practices and acknowledging specific days throughout the year, e.g. Ramadan Exercising duty of care Communication with family/caretakers 10 years old Islamic
• 7.
  Madison Knowledge ofstudents varied approach to learning Theoretical Perspectives Gardner’s Multiple Intelligences Theory- * Kind of human abilities and an individual might have strengths or weaknesses in one or many of the areas Implications for Teaching Differentiated activities using pictures, graphic organizers Use of colour/symbols to show patterns or relationships Use of games to engage and motivate 8 years old Visual learner Often loses focus with auditory tasks Assessments are difficult as student finds it hard to recall information that hasn ’ t been “ viewed ”
• 8.
  Megan Knowledge ofstrategies for addressing student needs Implications for Teaching Inclusive positive classroom Resources eg, cards instead of writing Differentiated lessons Making sure that students are aware of disability and how they can include Megan Individual education program detailing student level of functioning, services and resources available and how the student will participate in the school program Theoretical Perspectives Gardner’s Multiple Intelligences Theory- * Kind of human abilities and an individual might have strengths or weaknesses in one or many of the areas Kindergarten Student Cerebal Palsy Two Support Teacher Learning Assistance (STLA)
• 9.
  Here ’ sto the kids Here’s to the kids who are different; the kids who don’t always get A’s, the kids who have ears twice the size of their peers’, or noses that go on for days. Here’s to the kids who are different, the kids who are just out of step, the kids they all tease, who have cuts on their knees and whose sneakers are constantly wet. Here’s to the kids who are different, the kids with a mischievous streak, for when they have grown, as history has shown, it’s their difference that makes them unique!
• 10.
  References Gardner, Howard.(1983) "Frames of Mind: The Theory of Multiple Intelligences." New York: Basic Books. Maslow, A, H. (1968). Toward a Psychology of Being. New York: D. Van Nostrand Company. Metcafe. (2011). Do you know who I am? [Video] Retrieved October 2 from http://www.metacafe.com/watch/6047/do_you_know_who_i_am/. Premack, D. (1959). Toward empirical behavior laws: I. Positive reinforcement. Psych Rev. , 66 , 219-233. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. New York: President and fellows of Harvard college. Wolfe, D. (1982).Here ’ s to the kids. Retrieved October 2, 2011 from http://www.educationworld.com/a_lesson/lesson115.shtml .