Audience: Presentation designed for peers, mentors. Teaching approach designed for senior science and psychology students.
http://www.ted.com/talks/shawn_achor_the_happy_secret_to_better_work
http://www.youtube.com/watch?v=GXy__kBVq1M
http://goodthinkinc.com/speakers/shawn-achor/
http://www.psychologytoday.com/blog/curious/201106/3-ways-be-insanely-creative-dissecting-the-worlds-greatest-maverick-scientist
How contemporary approaches can be enacted
A Pedagogical Approach
In the context of secondary science, whether general science, biology or psychology, whether VCE or middle years the key aspects to consider for enacting the principles of promoting life long learning and literacies in the speciality field it is valuable to consider which pedagogy will maximise the intended learning outcomes.
Didactic: relevant in science/psychology as there is a 'correct' method for writing reports, with single meaning intended... professions 'language' or 'terminology' is importantFrom the brief overview (Kalatisis & Cope, ) Didactic, despite the emphasis on doing things the 'right way' which is clearly valuable for learning specific modes of literacy as is required for science units with its intention of providing 'obedient ' workers means it would only under mine the importance of being able to think creatively with curiosity and divergent thinking enabling problem solving skills increasingly required in our society Thus this pedagogical approach is not suitable for contemporary teaching.
however note authentic more reader presentation for public is increasingly important for disseminating the knowledge (find sources to assist and provide examples)
however it is restricted as strictly speaking it restricts/ prevents creative thinking required for researchers, and critical thinking required for evaluation and both as required for problem solving.
while once the single meaning approach would be appropriate for science the post modernist approach is increasingly making its impact in science and the multiple perspective, must be considered,
Authentic approaches such as
Authentic: qualitative writing -story interpretations- multiple
guide and support in own natural growth (empowering- teach how to learn- including what so planning, organisation ? clearer guidelines on what will support their learning- life long learning)
Authentic: qualitative writing -story interpretations- multiple
guide and support in own natural growth (empowering- teach how to learn- including what so planning, organisation ? clearer guidelines on what will support their learning- life long learning)
But clearly the authentic approach, on its own, would not match with my teaching philosophy as I knew to well the pit falls of being left to be left to 'discover' and 'figure it out for ones self'.
Functional approach with its emphases on practical and correct procedures is seen as great potential thus needs to be investigated further
Functional is clearly of value as it aims to provide guidelines to the 'correct' way to do something. The purpose of this is to empower students to be able to communicate and make meaning in their choice career. Thus looking at the range of referencing styles, understanding the need to check the requirements and adapt to each organisation one is writing for, whether educational or occupationally orientated.
Yet this same functional approach means it is important to foster open minds that are curious and exploratory in nature qualities not taught in 'correct' answers. Having done research, taught evaluation of research articles
Critical approaches also have the value of
Positive Education is a contemporary pedagogy
promotes emotional wellbeing
PERMA
PENN
Wellbeing model (in one of the sections)
Neuroplasticity learning attention
Non violent communication
Pedagogy- the 'how' to learn strategies used to support the learning process.
required to compare and contrast- JUSTIFY
The selected pedagogy is because
empowers when aligned with self and able to identify and achieve what is required
In Practice
1) Begin the class with 'be here now' (moving to brief focusing medication) drawing the students attention to the present moment to increases the chances of attention and focus to
Positive and neuropsych (attention/flow)
2) straight after clearly state session's intention/purpose/objective
3) content of session alternative sessions- first cover two sessions worth of content as overview
functional
focus on specific content and literacy (communication) skills,
using variety of learning styles skills
pre homework- read relevant chapters ??? something else to help prep for exam
post in prep for second session - prep presentation on how relevant to your life
ok need to work out logistics- not everyone every week so then what- gather all
public speaking everyone gets to do 5 min per person so group cover more everyone else provides hardcopy for feedback (include blank section for your handwritten response to days presentation
questions guidelines to enhance learning (teaching critical thinking?)
next session students relevant to them various activities to ground knowledge in.
authentic multi literacies (support students learn/develop and use learning skills, build self esteem)
their chance to show me, gain feedback on what learning, to learn cooperatively (group work cool) use lateral/diverse thinking to reveal how it is relevant to them or something they want to do. Why it is of value to them.
Provide feedback in the form subscribed by positive education (or control/choice theory if can't find or combination)
4) conclusion, centre and acknowledge what achieved in this session (positive- gratitude, sense of achievement)
My intention to focus on students strengthens, supporting them identify how they could improve, what they need to know better, how they learn best, become aware of why they do want to learn what is being covered- relevance)
Look at seven principles of learning http://www.cmu.edu/teaching/principles/learning.html
Look at STELLA for enacting and integration of Professional Standards in
Legislative requirements- Comply with Privacy and copyright acts such as Victorian Information Privacy Act 2000, health Records Act 2001 and federal privacy Act 1998 and Copyright Act 1968.
Safety and wellbeing- Biology may require handling of hazardous substances and use of potentially hazardous equipment OH&S and duty of care applies with responsibility to students resting with school and thus staff. Psychology potentially sensitive topics. 'Teachers should ensure that students have opportunities to consider topics systematically and objectively, and to become aware of the diversity of views held on such matters. Students should not be asked to disclose personal information about their own or others’ health status and behaviours nor should they feel compelled to volunteer this information.
When dealing with sensitive mental health matters, students should be specifically advised that they:
• should not necessarily interpret their own experiences as signs of pathology
• are not in a position to diagnose problems or offer any counselling or therapy.
In addition, students should be given information about sourcing available treatment services within and outside school.
As part of this study teachers and students consider different assessments of intelligence, including standardised psychological tests which are designed to be administered only by trained psychologists. Teachers must limit access to such tests and ensure that students understand that such tests are valid only if administered by a qualified psychologist.' (Victorian Government, 2012)
Use of Information and Communications Technology (ICT)- should incorporate ICT where appropriate.
Relevant Genre: for multi-genre approach to project
Start with narrative- story of 'why important'
Evaluative- which pedagogy -justification
Procedural - how to enact.
Carnegie Mellon University (nd) About Public Communication for Researchers. Retrieved from http://www.cmu.edu/student-org/pcr/about/index.html 18/3/14
Regoniel P (2012) 5 Qualities of Good Researcher. Retrieved from http://simplyeducate.me/2012/10/24/5-qualities-of-a-good-researcher/
Employability skills, ICT, Legislative and Safety qualities identified from:
Victorian State Government. (2012) Psychology Victorian Certificate of Education Study Design Accreditation period 2013-2016. East Melbourne: Victorian Curriculum and Assessment Authority
and Victorian State Government. (2012) Biology Victorian Certificate of Education Study Design Accreditation period 2013-2016. East Melbourne: Victorian Curriculum and Assessment Authority