Title: Pedagogical approaches to teaching Weighting: 30 % Length: 2000 words Due: Week 10 Learning outcomes: 1, 2 and 3 For this assessment you will need to: Write a report that addresses the...

Title:Pedagogical approaches to teaching

Weighting: 30%

Length: 2000words

Due:Week 10

Learning outcomes:1, 2and 3

For this assessment you will need to:

• Write a report that addresses the following continuum of teaching strategies:
  
  
  • Low interaction
  
  
  • Mediating
  
  
  • Explicit
  
  
  
  


• For each of the above you must:


• Provide a definition and description of the strategies


• Explain the strategies in relation to early childhood teaching


• Critique the relevance and effectiveness in the provision of early childhood education.


• Include practical examples of learning opportunities for each of the strategies for babies, toddlers and pre-schoolers.

Your assessment should show evidence that you have read widely on the topic beyond the supplied readings and texts. Your assessment must use correct referencing, in APA style.

PowerPoint Presentation ECTPP301A EDUCATIONAL PSYCHOLOGY AND PEDAGOGICAL PRACTICE Bachelor of Early Childhood, Education and Care (Birth-5) Week 6 Lecture Topic: Continuum of teaching strategies – Mediating • Supporting, co-constructing, deconstructing, scaffolding, reflecting, critiquing, democratising 1 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au 1 Supporting Educator’s support children’s learning by beig present, available and ready to give assistance. We support by giving physical or verbal encouragement (Arthur et al., 2018) 2 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Supporting We can support children’s learning by: Providing ‘supportive adult participation’. This helps children gain knowledge of their world around them. Providing clear feedback and feed forward that focuses on learning. The relationships we build with them. Taking into account their learning dispositions. (Arthur et al., 2018). 3 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Co-constructing To co-construct is to form with others. As a teaching strategy, co-construction refers to educators and children forming meaning and building knowledge about the world with each other. (MacNaughton & Williams, 2009). 4 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Co-constructing Co-construction views learning as occurring through complex and dynamic exchanges between children and their actions to make sense of the world and the social and cultural processes in everyday activities. 5 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Co-constructing Educators can co-construct knowledge with young children through emphasising the study of meaning rather than the acquisition of facts. Meaning is how we make sense of, understand, interpret or give significance to our world. It involves studying the process. (MacNaughton & Williams, 2009). 6 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Co-constructing Children and adults discuss and investigate certain topics and share their sustained thinking, understanding and interpretations. This technique is built upon a negotiated curriculum emphasising design, documentation and discourse (MacNaughton & Williams, 2009). 7 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Co-constructing Co-constructing meaning with adults and peers helps children to learn how to create new meanings, problem-pose and problem-solve with others. 8 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Co-constructing Pursuing children’s voice to integrate it in the curriculum means actively seeking for their views, feelings, and ideas and rely mostly on how children express this information. With this in mind, educators tend to undervalue and ignore silence. However, silence is thought to be just as valuable as children’s voice. Silence can be a child’s learning approach or a way to resist adults. Looking at this perspective, it shows that silence tells so much more about what children know, feel, and understand. (MacNaughton & Williams, 2009) 9 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Co-constructing Links to: Post-modern concepts Social constructivism Sociocultural approaches Going beyond scaffolding Sharing and revisiting ideas Hearing and responding to children’s voices Negotiating shared meanings Deconstructing (Gjems, 2011). 10 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Deconstructing & Critiquing To take it apart and ‘unconstruct’ concepts and meanings Deconstruction is a form of critical thinking about social relations that involves questioning the meanings of words or concepts that normally go unquestioned. It is a form of analysis which exposes the multiplicity of possible meanings, contradictions and assumptions underlying our understandings and ways of knowing (MacNaughton & Williams, 2009). 11 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Deconstructing & Critiquing As a teaching strategy, deconstruction can be used to help children take apart what is fair and not fair in the world and to understand the politics of their day to day relations with each other and in the world around them. Suitable for educators wanting to implement anti-discriminatory or anti-bias perspectives in their work (MacNaughton & Williams, 2009) 12 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Deconstructing & Critiquing How do we do it? Question children’s meanings of words – how do you understand what poor or rich means to be? Question if children’s meanings are the only meanings possible: when and why might it be good to be poor? Expand the meanings that children are prepared to consider Explore with the children how different meanings lead to taken for granted assumptions about each other Talk with the children about who has the power to decide who is good and what good means (MacNaughton & Williams, 2009) 13 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Deconstructing & Critiquing In practice: Revisit, reflect and reanalyse Apply a variety of truths and not just dominant ideology Critique issues of gender, ethnicity, language, ability and class to challenge stereotypical knowledge (Arthur et al, 2018; MacNaughton & Williams, 2009). 14 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Critical Reflection Edu: Look at this picture…how many mums are there with kids at the park? Child: They are all Mums there are no Dads. Edu: Does your Dad ever take you to the park? Child: My Dad takes us all the time and sometimes Mum doesn’t even come! Edu: So what do you think we should say to the person who wrote this book? Child: Dads take kids to the park too. Mums and Dads take kids to the park. 15 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Scaffolding Scaffolding children’s learning is the process through which a more competent peer or adult helps a less competent child to become more competent and eventually function independently of the original person’s help. As a teaching technique, scaffolding describes the process of providing temporary guidance and support to children moving from one level of competence to another (MacNaughton & Williams, 2009). 16 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Scaffolding More support is offered when a task is new; less support is provided as the child’s competence increases, thereby fostering the child’s autonomy and independent mastery. Linked to Vygotsky and the ZPD, although it was Bruner who spoke about scaffolding. (Berk, 2013). 17 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Scaffolding The role of educators in scaffolding children’s learning is threefold: Educators need to be sensitive to children’s ability levels and judge when children are ready to move from one level of competence to another. Educators need time to support, guide and assist children’s moving from one level of competence to another using explicit guidance that may include hints, questions, modelling, instructions and descriptions. Educators need to judge how best to assist children’s movement to increased competence. (Arthur et al., 2018; MacNaughton & Williams, 2009). 18 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Scaffolding The educator’s aim when scaffolding is to move children to a point where they can do something without help from a more competent adult. The role of the adult or peer is to support the child and challenge the child to build new knowledge and skills but to not frustrate the child through over-challenging or extending the child. (MacNaughton & Williams, 2009). 19 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Scaffolding Modelling and verbal instruction are useful techniques to use with scaffolding. Educator’s make a judgement about the level of intervention needed. Needs to be adapted to the individual child and the situation. (Arthur et al., 2018; Berk, 2013; MacNaughton & Williams, 2009) 20 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Scaffolding May include: elaborating on an initial explanation using questions to probe children’s conceptions and prompt them to describe their interpretations challenging their opinions using various ways of representing ideas and concepts (e.g. visuals, diagrams, hundred languages) Feedback to facilitate improvement Can be explicit or implicit (Arthur et al., 2018; Berk, 2013; MacNaughton & Williams, 2009). 21 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Reflecting Reflective practice underlies everything we do as part of our professional practice (DEEWR, 2009). By reflecting on our practices, we can evaluate the effectiveness of our strategies in regards to how well they support children and then change and adapt accordingly (Arthur et al., 2018). 22 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Reflecting Educators can also use reflective practice with the children to encourage them to think and reflect about their learning, behaviour and ideas. Children can reflect by using a variety of mediums – from verbal to drawings, photographs and in writing. (Arthur et al., 2018). 23 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Democratising Is about ‘people power’ and ‘majority rule’ To democratise something is to give power to the people involved to decide what happens. As a teaching strategy is refers to educators and children sharing power over what happens in the centre It focuses on children’s right to participate in decision making (MacNaughton & Williams, 2009). 24 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Democratising Do you think children have the intellectual capacity for self governance? Should they have the responsibility of it? Is majority rule fair for all? There are no right or wrong answers to these questions! 25 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Democratising Educators democratise teaching and learning by centering children’s voices in their daily work and increasing children’s participation decision making. To do this will rely on seeking their ideas, listening to them and responding respectfully. Educators need to build a mind set and a set of values that open them up to children’s rights (MacNaughton & Williams, 2009) 26 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Democratising In practice, democratising is about: access and social responsibility about both instructional discourse and moral discourse transmission of both skills and values Acknowledging that there are unequal relationships between children (MacNaughton & Williams, 2009). 27 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au References Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings (7th ed.). Cengage Learning Australia.  Berk, L. (2013). Child development (9th ed.). Pearson. Department of Education, Employment and Workplace Relations. (2009). Belonging, Being & Becoming - The Early Years Learning Framework for Australia. https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf. 28 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au References Gjems, L. (2011, December). Why explanations matter: A study of co-construction of explanations between teachers and children in everyday conversations in kindergarten. European Early Childhood Education Research Journal, 19(4), 501-513. https://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=1a578a53-aa25-4baa-bee1-2b684a2959c1%40sdc-v-sessmgr02 MacNaughton, G. & Williams, G. (2009). Techniques for teaching young children choices for theory and practice (3rd ed.). Pearson. 29 www.tafensw.edu.au/degrees Moodle: courses.highered.tafensw.edu.au Slide 1 TAFE NSW -Technical and Further Education Commission www.highered.tafensw.edu.au ECTPP301A EDUCATIONAL PSYCHOLOGY AND PEDAGOGICAL PRACTICE Bachelor of Early Childhood,