The Great Cookie Debate

1. The Great Cookie Debate Week 5 Reflection (Evaluating) By Fiona Howell

2. To evaluate today's lesson I will consider the following - Teaching and Learning Strategies Classroom Management Strategies Connections to Learning Theories

3. T & L Strategy #1 • Visual Stimuli With 9 packets of choc chip biscuits placed at the front of the classroom we were instantly engaged.

4. T & L Strategy #2 • Activate Prior Knowledge We were asked to think back to any stand out pieces of writing we did in high school. This helped us to make a connection and think about what our teachers did to excite us back then!

5. T & L Strategy #3 • A Booklet Having a booklet let us know exactly what was going to be required of us. Some students like to see what is coming next. The booklet also showed links between each activity.

6. And then we tasted…. Carefully analysing each mouthful, we used our science smarts to create measureable criteria and our math smarts to tally the results.

7. And the winner was… • We used Eberle’s SCAMPER approach to generate creative ideas for improvement • Then explored nouns, synonyms & adjectives to describe the look, taste, texture & smell of our new favourite cookie!

8. Then is was time ….

9. …. to write a letter to the manufacturer!!!

10. Classroom Management Strategy #1 • Low Key Responses The teacher used a range of low key responses to prevent inappropriate behaviour as well as respond to it. The look was used multiple times as well as proximity, pause and wait time.

11. Classroom Management Strategy #2 • Winning Over The teacher has built a positive relationship with her students by using politeness, humour, smiling and use of students names. This develops a mutual respect and students more happily complete the tasks you give them.

12. Connection to Theorists #1 CONSTRUCIVIST: Piaget Students need to be active participants in their own learning. Teachers can support this by: Scaffolding information they give to children and use a gradual release of responsibility. Building a word bank before writing. Viewing exemplas before writing own.

13. Connection to Theorists #2 HUMANIST: Maslow Students need to feel safe and have their basic needs met. Teachers can support this by: Using a calm, kind voice Ensuring students have access to water and have eaten. Treat others how you would like to be treated.

14. Connection to Theorists #3 SOCIO-CONSTRUCTIVIST – Montessori Students gain knowledge when they are collaborating, sharing information and learning from each other. Teachers can support this by: Using cooperative learning strategies. Face to Face Interaction, Social Skills, Individual Accountability, Positive Interdependence and Reflective Practice. Self & Peer evaluations. Give students opportunity to share work with partner, then with class if they wish.

15. SO WHAT??!! Today’s lesson clearly demonstrated each Teaching and Learning Principle from the Western Australian Curriculum Framework. • Independence & Collaboration: was shown when we participated in a range of group, partner and individual activities. • Opportunities to Learn: were given when we brainstormed describing words, discussed synonyms and new writing genres. • Connection & Challenge: when we thought back to the types of writing activities we completed in high school. • Action & Reflection: time was provided to complete tasks and then reflect on what we had learnt. • Inclusivity & Difference: the activities were designed so that a range of learning abilities could take part. • Supportive Environment: the classroom environment always feels safe and comfortable, all students and given the opportunity to share work and give opinions without judgment. • Motivation & Purpose: engagement happened instantly at the start of the lesson and writing to a company gave the activity more value and meaning.

16. The following six Teaching and Learning Principles are from the Victorian Department of Education. The learning environment is supportive and productive The learning environment promotes independence, interdependence and self-motivation Students’ needs, backgrounds, perspectives and interests are reflected in the learning program Students are challenged and supported to develop deep levels of thinking and application Assessment practices are an integral part of teaching and learning Learning connects strongly with communities and practice beyond the classroom These clearly link with the Western Australian Principles. I think it is great that Australia has general consensus about what is important in our classrooms.

17. SO WHAT??!! The Curriculum Framework has created these principles so that schools and classrooms can be an environment which is intellectually, socially and physically supportive of learning. The principles are based on what we value and our beliefs, which is supported by current research and professional knowledge about how students learn. When teaching English in a middle school classroom we must consider these principles and consider how we are implementing them in ways appropriate to individual students. English classes for adolescent students need to be highly engaging, with purposeful, relevant activities that stimulate thought, inquiry and enjoyment. As a pre-service teacher I endeavor to create lessons that challenge students thinking and cater for a range of learning styles. I will ensure students are actively involved with their learning and have opportunities for self reflection. Tasks will vary between individual and collaborative in an environment that is safe and encouraging to effective learning. I feel that the Teaching and Learning Principles are embedded in my current teaching philosophy.

18. References Curriculum Council. (1998). Curriculum Framework. Perth: Curriculum Corporation Principles of Teaching and Learning. (2006). Department of Education and Early Childhood Development. Retrieved April 1, 2011 from: http:// www.education.vic.gov.au/studentlearning/teachingprinciples/principles/default.htm