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Student ID / 194872
Student Name / Sharon Graham
Unit Code / EAL110
Unit Name / Theories of Learning and Teaching
Assessment Title/Number / Task 2
Word Count / 2489
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Signed Date 21/10/13

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Sharon Graham

194872

EAL110 Theories of learning and teaching

My Philosophy of Teaching and Learning.

I believe that learning occurs if the appropriate teaching practices are in place. This will vary for each cohort. Things to consider would be each students learning needs, the age of the students, their life experiences/schemas (Sigelman, 1999), their personal goals, the curriculum, the teachers knowledge and teaching methods.

As a teacher I would like to think that learning is like a fire, if the fire is given fuel (knowledge), it keeps on burning.

Conceptualisation of Learning

I believe that we learn something each and everyday. It can vary from formal learning in a classroom environment (Coombs, 1985, Coombs, Posser and Ahmed, 1973). To non-formal learning, learning something in a home improvement store (Taylor, 2005b). To informal learning about something going on in the community/world (Illeris, 2004). To self directed learning for our own interests.

I am a very strong believer that by incorporating a variety of learning (teaching techniques) I will encourage all of my students to learn something new every lesson. I think we need to keep learning to keep the brain active. Our life is a whole learning experience. There is an old saying that my Husband always tells our children - If you learn something each day you will die a smart person.

Students will all have had some experience in learning, whether it be informational learning “extending already established cognitive capacities into new terrain' (Kegan, 2000) or transformational learning “chang[ing].... what we know”, due to tragedy or sickness (Taylor, 2005). I need to analyse what they know and relate it to what we are learning about. I do this through discussion in the classroom or group activities.

I believe that learning will occur if the students are in a welcoming, safe and secure environment. Each student should be made to feel a sense of belonging in the cohort that they are in which leads them to self-actualisation (Maslow, 1968). They will feel comfortable sharing their schema (Cornish & Garner, 2009) and get involved in discussion with other students, learning from one another and helping each other (Bandura, 1986, Vygotsky, 1978).

I believe that as a teacher it is imperative that we connect with every individual student so I can meet each students learning needs (Gardner, 1993). Once I am aware of the students learning needs I can implement appropriate teaching strategies. I can achieve this through observation, assessment tasks and discussions (I have in the past used Gardners MI quiz). I believe must help the learner, in order for them to help themselves, scaffolding from myself or fellow students should occur (Vygotsky, 1978). A great deal of learning needs to be done by the individual and can not be forced upon them, with the educator’s knowledge/experience to guide the students, this can be achieved. “The key to achieving effective education is in the quality of the relationship between the learner and the teacher”. (Krause, Bochener, Duchesn & Mcmaugh. (2010, pg 237). Being a good role model for the student is also important, sharing my experience and knowledge, in a fun and educational way, by involving all students to participate and share their experience and knowledge will encourage observational learning (Bandura, 1986).

I believe that learning happens when the student are stimulated and engaged in their learning experiences, however the learning has to have a purpose for the learner (Knowles, 1984). If the teacher/educator is not only about techniques but also about social skills in human interaction, a combination of these factors can lead to teaching/learning becoming effective and stimulating practices which can become lifelong skills for the students.

The students that are studying their Certificate III or Diploma in Children's Services have to attend practical placement, they have to collaborate with others in the community (community of practice). They get hands on experience in their field of study. As stated by Confucius:

“I see and I forget,

I hear and I remember,

I do and I understand”

Confucius, 551 BC-479BC

I feel for the students who are hands on learners, the practical placement in a child care centre will help them get a better understanding of how and why procedures are put in place (WHS, duty of care, supervision, legal requirements, legislation etc).

I believe that learning is not only done by the student but by the teacher as well. Reflective lenses used in autobiographies, students eyes, colleagues and theoretical literature can give the teacher a better insight into their teaching methods and help improve their practices (Brookfield, 1995). After a class I will often converse with colleagues about how the class went, and ask for their insight. In the past I have invited colleagues into the classroom to give me feedback on my practices. Each students feedback whether good or bad is appreciated and vital for myself improvement as an educator. Learning continues, especially as a teacher.

Conceptualisation of teaching

I believe that teaching is a personal reward. Sharing your schema with other learners is a privilege, getting the students to share their schema with you can facilitate learning in a caring and comfortable environment which gives them a sense of belonging in the classroom environment, community (Maslow, 1968). Studying through VET (vocational education training) in the Childcare Industry students attend practical placement (requirement of the course). I believe as an educator that by having discussions before and after their practical placement it should prepare them for future employment. As Kolb stated “Learning is a continuously process grounded from experience. Knowledge is continuously derived and tested out in the experiences of the learner (Kolb, 1984). Knowledge is power.

Humanist, social constructivist, cognitive and a little bit of behaviourist theory is what I base my teaching philosophy on. I recap on previous lessons with the students (Piaget, 1950) at the start of each of my lessons. I involve the students in discussions. I encourage them to work together in groups to share their knowledge (Bandura, 1977). Scaffolding from each other (Vygotsky, 1978), and reward them with treats (Skinner, 1953) if they have worked hard during the day (like a coach does in team sports).

I provide a variety of learning techniques. Through discussion, hands on activities (matching games, researching, filling out appropriate forms-accident forms, etc), Power points and DVD's or YouTube clips. I feel that this gives the learner a better variety/aspects of learning. Gardner states 'the MI (multiple intelligence) theory is best thought of as tool rather than an educational goal' (Gardner, 1993), each student learning needs must be met in the classroom. Depending on the age and experience of the student, would depend on how I deliver the content (Aitsl 1.5).

I believe that having a good understanding/knowledge of what you are teaching is essential (Aitsl 2.1). Through stories of my own personal experience and by asking the students if they have ever experienced something similar it can lead to conversations and we can all learn from one another (Vygotsky, 1978, Bandura, 1977), the important thing here is to keep it relevant to the subject that you are teaching. WHS (workplace health and safety) is an example that comes to mind, if the student has done work experience or had previous employment, WHS (workplace, health and safety) should have been abided by, these are the sort of discussion that can take place and involve all the students and then we relate it back to Children's Services.

Goals:

I believe that each student has their own beliefs and goals, as an educator this needs to be respected.

My goal for the students is facilitate the course and prepare them for future employment in the Community Services industry. Building their confidence and knowledge will make this achievable. As Knowles stated, 'students need to learn the new skills of how to be self-directed learners and how to plan, carry out and evaluate their own learning, both during and after the course is completed' (Knowles, 1980). I strongly believe that this is a lifelong skill.

I believe that building a strong relationship with my students, will assist me to meet their individual learning needs and that it is paramount that this occurs for each of my students (Erikson, 1968, Maslow, 1968, Gardner 1983).

As a teacher looking through the 'lenses of the students' will help me improve my own practices (Brookfield, 1995), I will do this through observation, assessment and feedback. Asking for a peer to sit the classroom and give me feedback can be another tool that can be used to help improve my teaching. My personal goal is to be the best teacher I can possibly be. I thoroughly believe that I was destined to be an Early Childhood Educator since starting my career in the industry and attending my first TAFE class, It was at that moment that I knew that I wanted to be the educator leading the way for future students in my industry and making a difference in the Early Childhood sector.

My goal is to encourage the student to never want to stop learning.

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Sharon Graham

194872

EAL110 Theories of learning and teaching

Session plan and theoretical justification:

Session title: Child protection

Session length: 3 hours

Context:

This subject is part of CHCCS400C and CHCCHILD401B . To achieve their Certificate III in Children's Services the whole of CHCCS400C and CHCCHILD401B would need to be complete along with 13 other assessments.

Brief description of the learners:

Current students are 16-17 year old girls, completing the STEP program (Southbank Tertiary Entrance Program). Currently there are no males in the class. All students have individual learning styles and life experience (year 11 and 12 at high school).

Aim/s:

For students to know their legal rights for reporting abuse and the procedures that need to be followed

Learning objectives:

Students will leave today with an understanding of their legal rights to reporting child abuse. The regulations, child’s rights, indicators of abuse, procedures to follow and whom to report to

Description of activities and strategies:

Time: / Description of activity/strategy / Theoretical justification (including scholarly references)
9:00-9:10 / Welcome and roll call.
Students reminded to put their phone in their bags and on silent.
Housekeeping, where toilets are and how to vacate the building in case of emergency and where the evacuation point evacuation meeting point is. / Humanistic approach. Maslow hierarchy of needs so they feel welcome and that they have a sense of belonging in the classroom
The educator has a duty of care to all her students ( Aitsl 4.4, Maintain student safety).
9:10-9:20 / Recap on previous lesson, code of ethics, rights of the child, which Acts/Regulations relate to the child care industry. / Cognivist theory., retrieve existing knowledge from previous classes. (Expanding knowledge and introducing new knowledge).
9:20-9:25
9:25-9:45
9:45- 10:00
10:00-10:15
10:15-10:30
10.30-11.00
11:00-11:20
11.20-11.30
11.30-12.00
12.00-12.30 / Cover the learning objectives for the day for today (as above)
DVD, discussion to take place about what the DVD is about, Legal requirement of reporting abuse covered in the DVD ask the students do we have to report suspected abuse?
At each table students are research the childcare Regulations and National Quality standards, which principle is related to child protection. Explain how harm is defined.
Powerpoint on types/indicators of abuse.
Each table has the 4 types of abuse, students are to match types of abuse to their indicators Go round to each table to make sure they are matched correctly, discussions to take place if students not sure.
Morning tea
Students from each table read out a section of the child protection policy provided. Discuss what this means to us as an educator, remind students of mandatory reporting.
Talk about confidentiality, parent involvement-it could be the parent abusing the child, remember to NOT inform the parents if they are the abusers. Stress the importance of evidence collected- evidence need to be written down, ask another staff member to sign it/date it and put it in the locked filling cabinet in the office.
Talk about confidentiality, parent involvement-it could be the parent abusing the child, remember to NOT inform the parents if they are the abusers. Stress the importance of evidence collected- evidence need to be written down, ask another staff member to sign it/date it and put it in the locked filling cabinet in the office.
Hand out 'how to deal with child protection'
Discuss each point, relate it back to the code of ethics, humans rights and child protection policy.
Each table given scenarios, students must work as a team,. Write down what procedures they would follow, What indicators the child is showing, who they would report it to. Discussed as a group, once all tables complete the task. If enough time and depending on the students, role play, scenarios and let other groups identify indicators, procedures to be followed and who they would need to report to.
Questions regarding what we have learnt today, go over anything that is confusing or unclear. Lollies offered to those who answer questions:
What is the policy called at the child care centre
What are the name of the Acts that protects children?
How is harm explained in the regulations?
Which quality area is it related to?
What is the form called that needs to be filled out for the Office of Early Childhood and Care
Is there a child’s helpline?
What is the name of it?
Who must we report suspected abuse to?
Summary of the objectives for the day / So the students know what to expect and make them feel comfortable in the environment that they are in (Humanistic approach).
Gardner’s himself said "is that the MI (multiple intelligence ) theory is best thought of as a tool rather than an educational goal. (Learning in adulthood p376). Hence the reason for using DVD, PowerPoint, activities and group discussions.
Social learning approach, observational learning occurs here through observing the DVD
For students to have hands on experiences at looking up child protection in the regulations and National quality standards conscious, students can take ownership of their learning, work together and so more knowledgeable students can assist the other students (Cognitive, constructivist and social theory)
Social constructivist. Discussion within the group will take place and abuse types matched with their indicators.
Linking theory to practice. Constructivist, referring to a policy that would be at the centre.
Cognitive and constructivist learning.
Social constructivist theory. Go through each point and discuss it as a group so students can learn new skills.
Social cognitive. Interaction with and observation of others in a social context allows for internalisation to occur and new ways of thinking (Klause, Bochner, Douchesne & McMaugh, 2010).
Behaviourist theory, operant conditioning positive reinforcement-receiving a lolly.

The above class has been taught, however I went to a workshop delivered by fellow UTAS students who suggested putting up on the board what they had to do for the day and them the students would choose in what order to do it. The students can have a centred approach which would aid the learners development and growth (Peter Jarvis,2004).

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Sharon Graham

194872

EAL110 Theories of learning and teaching

References:

Sigelman, C. (1999). Life Span Human Development. California: Brooks and Cole Publishing company.

Merriam, S., Carafella, R. Baumgartner, L.(2007), Learning in Adulthood: A comprehensive guide. (3rd ed). San Francisco: Jossey-Bass

Cornish, L. & Garner, J. (2009). First thoughts about learning to teach. In promoting students learning. (2nd ed.,pp2-11). Frenchs Forest, NSW: Pearson Education Australia.

Brookfield, S. (1995). Becoming Critically Reflective : A process of learning and change. San Francisco. John Wiley and Sons, Inc.

Krause, K. Bochner, S., & McMaugh,A. (2010). Education phsychology for learning and teaching (3rd ed). Melbourne. Cengage learning Australia.

Jarvis, P. (2004). Curriculum theory and program planning: Adult education and lifelong learning theory and practice. London. RouthledgeFalmer.

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