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Core Competencies for Primary School Teachers in Crisis Contexts

Core Competencies for Primary School Teachers in Crisis Contexts. Module 3 Pedagogy. Session 1: Classroom Management. Visioning Activity. Draw this chart on your paper. Leave enough room for your responses. Objectives. By the end of this session you will be able to :

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Core Competencies for Primary School Teachers in Crisis Contexts

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  1. Core Competencies for Primary School Teachers in Crisis Contexts

  2. Module 3Pedagogy Session 1: Classroom Management

  3. Visioning Activity Draw this chart on your paper. Leave enough room for your responses.

  4. Objectives By the end of this session you will be able to: • Create a strong classroom community through effective classroom management strategies. • Implement classroom organization techniques and routines that promote student learning. • Use positive discipline to address misbehavior.

  5. Think about your own classroom management... Strengths Challenges

  6. Clear Expectations The Big 5 Principles of Classroom Management Routines Positive Discipline Positive Reinforcement Engagement

  7. Role-play • What examples of misbehavior did you see? • What did the teacher do well? • What could the teacherhave done differently?

  8. Module 3 Pedagogy Session 2: Active and Engaging Learning

  9. Please write down your ideas in your journals 1. Think about something you remember learning as a child. a) Who taught it to you? b) How did they teach it to you? c) Why do you think you remember it so well? 2. Think about something you remember learning in your teacher training. a) Who taught it to you? b) How did they teach it to you? c) Why do you think you remember it so well?

  10. Objectives By the end of this session you will be able to: • Explain why it is important to use a range of active teaching strategies. • Confidently use a range of active teaching strategies. • Adapt active teaching strategies for their own classrooms.

  11. Bowline knot Take a length of rope and put it around a table/chair leg.Hold the rope so that the longer end is in your left hand and the shorter end in your right hand. Make a loop with the piece in your left hand.Hold the place where the rope crosses at the loop between your thumb and forefinger.Hold the loop flat.Take the piece in your right hand and pass it up through the loop.Now pass it under the straight piece next to the loop and then down through the loop.Hold both pieces in one hand and slide the knot towards the top of the chair/table leg.You have now successfully tied a bowline knot.

  12. Teaching Strategies • Lecture • Visual Demonstration • Individual Problem Solving • Group Work Which did you prefer? Why? Why do you think good teachers use a range of teaching styles?

  13. Teaching Strategies • Practice Time - 30 Minutes • Performance Time – 60 Minutes (please complete your table at the same time) • Planning Time – 30 Minutes THINK: What are the key points and key strengths of each technique?

  14. Planning Group Work Step 1: How will you group your students? Step 2: What expectations will you set for behavior during the activity? Step 3: How will you make sure that the instructions are clear? Step 4: How will students show you the work that they have completed during the group activity?

  15. Module 3 Pedagogy Session 3: Questioning

  16. Questions are important because they… • Make students think. • Keep students engaged. • Allow the teacher to check for understanding.

  17. Objectives By the end of this session you will be able to: • Describe different types of questions. • Use different types of questions to engage students in critical thinking. • Use questions in an active and engaging way.

  18. 2 Types of questions • Closed Questions • Open Questions • What are the strengths of using open questions? • Why might only using closed questions be a problem?

  19. What is your opinion about?What do you think will happen next? Can you create your own ending to the story? Why does water evaporate in the heat? Why did the boy run away? Explain how you know that that is the answer? Can you name the planets? Can you describe the story?Can you list all the prime numbers? Level 3 Judge/Create Level 2 ‘Why?’ Level 1 ‘What?’

  20. Engaging all students • What are the limitations of ‘hands-up’? • Why is it useful to use whole class response? • When might you use think-pair-share?

  21. Engaging all students 1. How can we encourage a weak student to answer? 2. How can we encourage a shy student to answer a question? 3. What should you do if you ask a question that none of your students are able to answer?

  22. Practice Teacher: What is the definition of an Island? What do you think? Student: An Island is like Cypress. Correct Answer: An island is a piece of land surrounded by water. How should the teacher respond?

  23. Do / Do Not

  24. Do / Do Not • Build on students’ answers with responses such as ‘Why do you think that is true?’ or ‘Can you give me an example of that?’ • Give students time to think about their answers and ideas. • Embarrass students if they get the answer wrong. • Always ask the same types of questions (such as ‘closed’ ones). • Ask questions to many different students. • Give students positive feedback and encouragement. • Ask questions of only certain children. • Use open questions. • Ask questions in a threatening way (such as shouting). • Ignore children’s answers.

  25. Questioning – Peer Assessment • Did the participant use a range of question levels? • Did the participant call on more than two students? • Did the participant give positive feedback? • Did the participant correct a wrong answer in a positive way? • Did the participant probe and prompt students to develop their answers further?

  26. Connect the Dots Draw the following picture on your own piece of paper. Connect each of the 9 dots using only 5 lines. Try 4 lines!

  27. Module 3 Pedagogy Session 4: Child Development and Differentiation

  28. Objectives By the end of this session you will be able to: • Describe the different stages of child development and the different learning styles. • Explain the implications of these differences for classroom management, instruction and assessment. • Practice differentiation strategies.

  29. Child Development Years 2-7 Years 0-2 Years 11+ Years 7-11

  30. 0-2 years - Sensori-motor period During this time the infant is trying to make sense of the world. They use skills that they have been born with such as listening, sucking, looking, and holding to help create a sense of the world. During this first stage, children learn entirely through the movements they make and the sensations that result. They learn: • They exist separately from the objects and people around them. • They can cause things to happen. • Things continue to exist even when they can't see them.

  31. 3-7 years-Pre-operational stage Children are not able to think critically - they assume that everyone else sees things from the same viewpoint as they do. This is when language development occurs. Once children acquire language, they are able to use symbols (such as words or pictures) to represent objects. The notion of “pretend play” is created during these years. Children are able to understand concepts like counting, classifying according to similarity, and past-present-future but generally they are still focused primarily on the present and on the concrete, rather than the abstract.

  32. 7-11 years -Concrete operational stage At this stage, children are able to see things from different points of view and to imagine events that occur outside their own lives. Some organized, logical thought processes are now evident and they are able to: • Order objects by size, color gradient, etc. • Understand that if 3 + 4 = 7 then 7 - 4 = 3. • Understand that a red square can belong to both the 'red' category and the 'square' category. • Understand that a short wide cup can hold the same amount of liquid as a tall thin cup, However, thinking still tends to be tied to concrete reality.

  33. 11+ years -Formal operational stage Around the onset of puberty, children are able to reason in much more abstract ways and to test hypotheses using systematic logic. There is a much greater focus on possibilities and on ideological issues. Thinking is less tied to concrete reality.

  34. Four Stages of Child Development • Why do you think there are wide age ranges for each stage? • How might brain development affect classroom management?

  35. Differentiation • By support • By grouping • By task • By questioning

  36. Differentiation How can we differentiate lessons without damaging student confidence and self esteem?

  37. Individual Reflection When you are teaching, how do you know your students understand what you are teaching? Write down 2-3 methods you use to check for understanding.

  38. Module 3Pedagogy Session 5: Assessment

  39. Objectives By the end of this session you will be able to: • Explain the purpose of continuous assessment. • Identify and apply multiple types of continuous assessment. • Create continuous assessments for use in the classroom.

  40. Continuous vs Summative Assessment

  41. Continuous vs Summative Assessment • Completed at the end of a unit, end of the semester or year • Not always graded • Completed individually • Assess the entire unit • Used to evaluate student progress and understanding • Should inform your teaching • Should help you evaluate how effective your lessons are • You should use different methods to support different types of learners • Ongoing and consistent • Assesses smaller pieces of content and parts of lessons • Contributes to students’ grades • Done multiple times per lesson and per unit • Can be completed as an individual, in pairs, in a group • Often take an entire lesson to complete • Give students time to prepare and to revise • Sometimes only takes a few minutes • You should give students feedback

  42. Question What is assessment and why is it important?

  43. Positive and Constructive Feedback E.g. Two Stars and a Wish or WWW and EBI

  44. Practice • Which examples would you like to try in your classroom? • Which examples are you concerned about?

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