Curriculum Pedagogy & Practice Workshops Framework

Overview:

Workshops for the Curriculum, Pedagogy and Practice units, draw connections from lectures and tutorials to specialised discipline areas. Prior to workshops, students will have attended a number of lectures and tutorials outlining content knowledge. The workshops are an opportunity for students to contextualise this content knowledge and challenge it through the lens of their discipline.

Curriculum, Pedagogy and Practice 1 workshops aim to consider the elements of valuable planning to engage with student learning, considering the needs of their discipline and requirements of teacher standards. Thinking about the role of student engagement in relation to planning, and understanding various implications to create, facilitate and evaluate useful planning.
Curriculum, Pedagogy and Practice 2 workshops aim to differentiate views on what the culture of the discipline means for how we manage our classroom environment. The workshops will look at what our options are for creating the kind of discipline-based classroom that we want for the kind of teacher we're hoping to become. What helps create the right kind of environment for our discipline: what physical arrangements? what groupings? what ways of structuring a lesson? what mandated policies and procedures? etc.


Workshop1.jpg



Curriculum, Pedagogy and Practice 1: PLANNINGTimetable of classes:
Wk
Topic
1
Course Introduction Lecture & Seminar
2
Lecture: Nomenclature - Curriculum, Pedagogy and Practice.
3
Online: Curriculum frameworks
4
Lecture: Teaching students - Focusing on students learning, and teaching for understanding
KLA Workshop 1- 1st March
5
Online: Frameworks for supporting learning.
6
Lecture: Facilitating student understanding - unit & lesson planning.
KLA Workshop 2 - 15th March
7
Online: Aligning students and curriculum frameworks
8
Class Free
9
Lecture: Assessment, feedback & evaluation.
KLA Workshop 3 - 5th April
10
Online: School culture - learning from & teaching your mentor
11
Lecture: From lesson plan to delivery and back again.
Workshop One: Engaging students
What elements engage student learning?
How can I, as a teacher facilitate student learning?
  • What is it about the discipline that students enjoy (pedagogy, content, environment)? How do they know they enjoy this (what is it that makes this discipline a unique experience)?
  • Discussing the reasons for planning- rationales for the various syllabus and their intents. Walk through syllabus documents (key terms, sections and their use)
  • Orienting students to why we plan, and that these experiences are not just by ‘accident’
  • Assessment 2a: Lesson Plan One
  • Materials: Sections of syllabus documents (e.g. ACT, NSW, National)
Workshop Two: Learning requirements
What do students need in order to achieve in my discipline?
How do I address the requirements?
  • What do we as teachers need to know in order to plan?
  • Outcomes, and planning for outcomes. Curriculum document, how to plan for outcomes, units of work etc. Cross-curriculum requirements
  • Assessment 2a: Lesson Plan Two
Workshop Three: Useful planning
In what way can I, as a teacher plan to the varying classroom environment?
  • How can we measure the success of planning whilst considering the participants, internal and external requirements and differentiated environments?
  • Ways to usefully plan; linking pedagogy, planning and practice
  • Assessment 2a: Lesson Plan Three- In class

Curriculum, Pedagogy and Practice 2: ENVIRONMENT
Timetable of classes:
Themes
Lecture Mode
Lecture content
Week 1The unit structure and rationale
Live
The ten lectures (after this one) will attempt to model what we're asking for Assessment 2, where an event is described and analysed in the light of theory and reflection.
Week 2Values, ambition, learning styles
Online
The slammed door:Janine gets up in the middle of a tutorial and storms out, slamming the door. What's behind this? How to respond?
Week 3Defences, projections, games and secrets
Live
The front seat explosion: A student asks me a difficult question, and I pause before answering, shutting my eyes and letting my thoughts gather before saying anything. Suddenly a boy in the front row shouts: 'Just say it, for god's sake, will you!' We're all shocked, including the boy in the front row.
KLA Workshop 1 - 23rd Feb
Week 4Teacher expectations, peer pressure, conflicting values, attachment
Online
The class revolt: A group of students at an alternative school tell me I'm not their type. What's this about?
Week 5Expectations, differences, learning styles
Live
The sticky-tape poem: One day Nick writes a secret poem in class. What secrets exist in our classrooms, affecting the learning environment?
Week 6Projection, idealization, attachment, adolescence
Online
The blonde bombshell: I'm teaching adolescent boys, and their previous teacher - a gorgeous young teacher who has been very popular - drops in for a visit.
Week 7Belonging, values, conflict resolution
Live
The secret thief: A stealing incident threatens to undermine months of planning and a growing sense of community. How to respond?
KLA Workshop 2 - 22nd March
Week 8 Class free week
Week 9Ambition, motivation, frustration, resilience, perseverance
Online
The walled city: Josh sits in his English class, reading a Shakespeare play and feeling shut out from the world that that the teacher is trying to entice him into. He feels like he's in a walled city, unable to get out.
Week 10Expectations, the secret lives of children, motivation, passion, relationship.
Live
'Teaching is an extreme sport': Aaron, a preservice teacher, is asked to teach 10 disaffected boys and is told by a mentor teacher to remember that 'teaching is an extreme sport'.
KLA Workshop 3 - 12th April
Week 11Classroom atmosphere, expectations, boundaries, purpose.
Online
What's the difference between a duck? I'm standing at the door on the first day of the school year, and as the first student walks past me I ask him, 'What's the difference between a duck?'

Workshop One: Nature of our culture
What affects the classroom environment?
  • What do students love about their discipline- favourite class, teacher; sense of being a community/culture.
  • Why did we decide to become a teacher in this specific KLA?
    • Tutors also share
    • Establishing a relationship with students
    - What resistances or challenges are we expecting? What are our fears?
Workshop Two: Appreciating participants
What do I, as a teacher bring to the classroom, affecting the environment?
What do students bring to the classroom, affecting pedagogy and practice?
  • Consider the role of teacher identity and student identity on the construct of the classroom.
  • Understand the variable expectations, learning and teaching styles, and cultural understandings and associated implications for responding in the classroom. Include vital information such as OH&S, Duty of Care etc important for your KLA.
Workshop Three: Considering complications
In what way can I, as a teacher respond to the unexpected?

  • How can we respond to hiccups, whilst still appreciating participant identities and the cultural nature of our discipline?
  • Assessment 2

ASSESSMENTS

CPP1 Assessment

2a. In-class task (5%)
In your KLA workshops you will be working towards designing three (3) lesson plans whichdemonstrates your understanding of the planning process and associated elements such as sequencing, student learning, content and strategies. It is expected that you will be able to complete at least two of the plans during workshops 1 and 2, with the final plan being wholly independent in the final workshop.

CPP2 Assessment Assignment 2a. In class task (5%)

Through the Thursday Workshops you will be given the opportunity to critically analyse the range of strategies for the set up of your classroom environment. There is a direct link between effective planning correlating with the successful classroom set-up. As such, you are to choose a lesson plan from CPP1 and bring to the final workshop. During the workshop, use the lesson plan and highlight one possible complication for the context of the lesson. Consider how you might usefully respond to it.
You can choose to either write a 300-500 word accompanying brief during the final workshop, or orally present connections to the workshop group.