ECE 207 Teaching and Learning Dimensions and their

ECE 207 Teaching and Learning Dimensions and their impact on the education system Session Four

Lecture 1 What is an effective teacher? What affects good teaching? Chp 1& 2 Teaching And Learning Lecture 4 Dimensions of the curriculum. Teacher Motivation Lecture 2 How would changes in theory and society affect T&L? Chp 3 & 4 Lecture 3 How does philosophy affect practice ? How would a diversity affect T&L? Chp 5 & 10

Navigating the module How does…. affect T&L? What examples can use to Theories / illustrate? What are the key models I should ideas/ concepts? How do I relate know to Singapore context?

3 Elements in Learning and Teaching The Learners The Society The Curriculum Interdependent relationship

The Importance of Preschool

Six factors influencing child’s learning experience (Hattie, 2009) • • • Child Home School Curricula Teacher Approaches to teaching

Other factors – Child’s contributions to his/her learning • Prior knowledge of learning • Expectations • Degree of openness to experiences • Emerging beliefs about values and worth to them from investing in learning • Engagement • Ability to build a sense of self engagement in learning and a reputation as a learner

Curriculum – What is taught and How is it taught? • The Formal Curriculum – A series of planned events that are intended to have educational consequences (Eisner, 2002) – Individuals do not learn information exactly as it is presented to them – Learners discover meaning by making connections with previous experiences (Protheroe, 2007)

Curriculum – What is taught and How is it taught? • The Inner Curriculum – Learning that occurs within learners as they process new information (Thomas & Brubaker, 2000) – Learners come from diverse background, interpret information differently – Help learners interpret content in light of their own experiences – Need for teachers to monitor children’s learning to match formal curriculum

Curriculum – What is taught and How is it taught? • The Hidden Curriculum – What is taught implicitly. (Henson, 2006) – Hidden curriculum messages are transmitted through everyday, normal goings-on in schools (Mc. Cutcheon, 1988) – Messages vary and are influenced by administrators, teachers, parents, and guardians.

Curriculum – What is taught and How is it taught? • The Hidden Curriculum – A teacher’s behaviour will help shape a school’s hidden curriculum. – Example: Teacher emphasizes importance of reading. Students never see her reading or overheard her saying that she doesn’t like to read. Students received mixed messages, may question her motivation in urging them to read.

Teacher and the Theory maker Read the chapter given. • What is the greatest impact this has on you? • Compare this to your teaching. Comment. • What does this reflect about curriculum?

What is taught and How is it taught? • The Formal Curriculum • The Inner Curriculum • The Hidden Curriculum Implications to teaching and learning?

What is a learner-centered curriculum?

What is a learner-centered curriculum? • The power of culture • Curriculum should be built around the curiosity of the child • The power of motivation in learning • Teaching strategies

In what way is MOE’s KCG a learnercentered curriculum?

KCG – Learner-centered curriculum • In line with Dewey's philosophy of how children learn, KCG curriculum is built around the experience and curiosity of children. i. Teach emphasizes that children are active learners and learn best by being involved actively and importance to motivate children to explore and discover for themselves.

KCG – Learner-centered curriculum • Teachers are at the heart of i. Teach, teachers would be able to use their indepth knowledge for individual interests and assist students in gaining deeper understanding of that knowledge and how it relates to other knowledge.

KCG – Learner-centered curriculum • According to Rousseau as cited in Armstrong, Henson, and Savage (2009), children are born good and that whatever evil faults they develop later in life are caused by society's negative influences. Strong emphasis on developing children's skills and dispositions in PRAISE reflect a conscientious effort to prepare children for success in later lives.

What are some key challenges to develop a learner centered curriculum?

The Power Of Culture

The power of Culture • • • Child learners Teachers The government in power Those who created the curriculum People who make up the society Implications to teaching?

Learning and Cultural context (Rogoff, 2009, Study Guide SU 2 -16) • Children as infants carried in mother’s bodies while they work • Infants and toddlers observed what mother was doing. As soon as they could walk, they do the same things as their mother. • Likewise, children experienced different when they are separated from families.

Learner-Centered Education

Advocate of Learner-centered Education • John Dewey • Curriculum should be built around the experience and curiosity of the child • “Rigorous academic content was best taught and learned when organised in such a way that it related to learners’ life experiences. (Armstrong, Henson, and Savage, 2009)

Advocate of Learner-centered Education • Rousseau • Children are born good and that whatever evil faults they develop later in life are caused by society's negative influences. (Armstrong, Henson, and Savage, 2009)

What will a learner-centered environment look like?

Singapore’s System ? • • • Integrated learning Teachers as supporters of learning Engaging children in learning through play Ample opportunities for interaction Children as active learners Holistic development

The Power Of Motivation

What does research say about

Teacher’s state of motivation and impact on children’s learning • Teachers are the most important factor in determining the quality of education that children received (UNESCO, 2006). • “the importance of the early years to children’s lives is now beyond question. A good beginning to life is well recognized as the foundation for future development, health and well being, not only in the early years but throughout life” (Hayes, 2006, p. iii).

Teacher’s state of motivation and impact on children’s learning • The extent and quality of education during the earlier formative years are considered to be of crucial importance for the ability and motivation to engage in further learning later in life (Hargreaves, 2002). • Pre-school teachers’ state of motivation and the impact that they have on young children’s learning disposition cannot be undermined.

Importance of Motivation • Motivation is important to an early childhood program as it can increase the success of recruitment, improve retention rates, help assure high staff productivity, and boost morale (Marotz & Lawson, 2007). • Numerous studies have documented a strong relationship between employee motivation and retention rates (Levine, 2001; Whitebrook & Bellm, 1999; Whitebrook & Sakai, 2003).

Importance of Motivation • The degree of motivation an employee perceives in his or her job can have a positive or negative effect on attendance, performance, morale, selfesteem, personal interest, and professional growth (Bandura, 1997; Harrison & Martocchio, 1998). • When teachers feel valued and respected, they are more likely to remain in their positions, whereas employees who feel unappreciated tend to leave sooner. (Marotz & Lawson, 2007)

Small group discussion What is the level of motivation of preschool teachers in Singapore? What are the factors that affect their motivation?

Causes of the lack of motivation • It is possible that pre-school teachers may tend to quit easily if they are not motivated for various reasons. Economic factors are secondary to the negative and long-term effects that high staff turnover rates have on children’s development (Helburn & Howes, 1996; National Research Council and Institute of Medicine, 2000; Rushton, 2001).

Causes of the lack of motivation • Stable, consistent teacher-child relationships have been shown to be critical to children’s emotional health and their ability to self-regulate behavior (Schore, 2001; Whitebrrok, Phillips, & Howes, 1993). • Frequent staff turnover produces a sense of loss and insecurity among children, and it has also been linked to significant delays in their language and social development (Lamb, 2000; NICHD, 2000).

Causes of the lack of motivation • It is interesting to note that although there are good intentions to improve the teachers’ workplace, “regressive school policies and practices are often put into place leading to such unanticipated consequences as job dissatisfaction, lack of work motivation, and even alienation among teachers” (Sergiovanni & Starratt, 1993, p. 66).

4 Conditions That Lead To Teachers’ Lack Of Motivation (Sergiovanni & Starratt, 1993) • Teachers are viewed as professionals, their work of teaching is viewed as bureaucratic. • Not accorded higher standards of trust and moral responsiveness compared to administrators. • Teachers are assumed to be primarily motivated by selfinterest and thus less willing to respond to work for altruistic reasons. • Teachers are assumed to make decisions about what is important and what to do as rational, objective, and isolated individuals”

4 Conditions That Lead To Teachers’ Lack Of Motivation (Sergiovanni & Starratt, 1993) • Tendency for the 4 conditions to reinforce each other, thus creating a cycle that makes matters worse, is noteworthy as it provides interesting perspectives to the recurring lack of teachers’ motivation and retention problems in the early childhood industry.

Causes of the lack of motivation (Marotz & Lawson, 2007) • Long shifts that may involve eight to twelve hours • Low wages • Lack of employee benefits, such as health insurance, retirement plans, paid vacation, and sick days • Lack of affordable training opportunities. • Limited opportunities for advancement.

Causes of the lack of motivation (Marotz & Lawson, 2007) • Stress caused by emotionally and physically demanding responsibilities. • Frequent personnel turnover and resulting staff shortages. • Lack of professional recognition • Limited resources for purchasing supplies and equipment.

Case of Singapore

Teaching Strategies

Teaching Strategies • Instructional expertise and teacher’s dispositions – Effective teaching requires expertise in instructional design and delivery (Good & Brophy, 2004) – Teachers must be lifelong learners (Phelps, 2006) – Teacher dispositions will influence how teaching is carried out

5 domains in which teacher dispositions can be categorised • Taking an interest • Being involved • Persisting with difficulty • Communicating with others • Taking responsibility

Teaching Strategies • Active Teaching – Demonstrate, explain, monitor progress, allocate time to activities related to learning objectives of lesson. (Good & Brophy, 2004)

Teaching Strategies • Program Planning – Match instructions to learners’ characteristics – Specify learning intentions – Conduct task analyses to identify appropriate beginning point and a logical sequence for instruction (Tubbs, Terry, & Chan, 2006)

Teaching Strategies • Effective Lesson Presentation – Stimulating and maintaining interest – Sequence lesson – Pacing

Teaching Strategies • Constructivist Teaching – Emphasize concepts and main ideas rather than small bits of information (Cankoy & Tut, 2005) – Use mastery goals rather than performance goals (Shih, 2005)

Teaching Strategies • Clarity • Questioning techniques • Homework and learning – Likely to improve achievement when purpose of assignment is explained. – Benefits of homework depends on age group (Cooper, 2001 b)

Co-construction Of Knowledge

Co-construction Of Knowledge • Based on empowerment of the child • Vygotsky’s theory – An able person solve problem and together construct new understandings • When interactions were co-constructed, children were more empowered (Jordan, 2004) • Teacher needs to become aware of what the child thinks, knows and understands and to engage with content of this body of language (Jordan, 2004)

Teacher’s role in co-constructing knowledge with children • Importance of questions • Active listening • Keenness to investigate • Good knowledge of child development • Believing in the approach

5 domains in which teacher dispositions can be categorised • Taking an interest • Being involved • Persisting with difficulty • Communicating with others • Taking responsibility

Teacher’s role in co-constructing knowledge with children • Importance of questions • Active listening • Keenness to investigate • Good knowledge of child development • Believing in the approach Your perspectives about these roles?