edf1304 assignment 1 part 1 - emily greenberg - 26005123 1

Name: Emily Greenberg Student number: 26005123 Assignment: Part 1 of assignment 1 Subject: EDF1304 – Learning and educational enquiry 2 Tutorial/Tutor: Monday 11am/Geraldine Chosen Case Study: Sixth Grade Math **Please note that the “exemplar writing” column should be the only column included in the word count. All words in the other columns were provided as part of the template.

Criteria

Outline elements

Exemplar writing

Outline of the



Summary of the chosen case study

My chosen case study focuses on an observation in a sixth

introduction

grade math class in California which features a bubbly,

establishes main

enthusiastic and confident teacher of whom encourages

themes and

students to be independent learners as well as promoting

structure:

class discussion and urging students to collaborate with peers. All of these facets have proven to have a positive impact of student’s learning (Crelos, 2009). 

Rationale for the chosen case study I am intrigued by the teacher’s ability to grasp the attention of her students through cheerful and highly successful methods of engagement (eg, the clapping techniques used) and I hope to adopt and portray similar methods within my own classroom.



Summary of teaching elements to be



analysed Advance organiser. Eg., - Headings and subheadings

-Quality of instruction (clarity/precision of instruction and how this impacts classroom behaviour) -Overall classroom management (teacher’s control of the class) -Learning environment (overall class atmosphere, as arranged by the teacher). I will conclude by summarizing the key aspects of teaching

and learning as well as providing possible implications for Outline of a case



study analysis provides an overview of the sections of the

st

1 key teaching element found in the case study: - with evidence and details (list of associated

The teacher has adopted some of Rudolph Dreikur’s

references to support claims) - Theories that explain the 1st key element

her very clear, positive and precise instructions, model

(list of associated references to support

analysis with

claims)

evidence and details

future teaching. Quality of instruction: democratic principles in her teaching as displayed through responses, reviews on previous learning, encouragement of peer group work, etc (Dreikurs, Grunwald & Pepper, 1982). This is evident by the way she instructs the students as

of key teaching

soon as they come into the classroom to “fill out their

elements found in

learning targets” and “submit their homework.”

the case study (with links unit materials)



2ndkey teaching element found in the case study: - with evidence and details (list of associated

Classroom management:

references to support claims) - Theories that explain the 2nd key element

balance of discipline and praise, which had a positive effect

(list of associated references to support claims)

The teacher has great control of the class and uses a on the behaviour of the students in the class (Coe, Aloisi, Higgins, & Major, 2014). Following Glasser’s theory of Reality Therapy, Glasser, 1990, it is evident that the teacher has established classroom procedures and class rules of which all students seem to respect, such as the verbal cues she uses to grasp the attention of her students and re-focus them.



3rdkey teaching element found in the case study, etc.

Learning environment: The learning environment is a fun and engaging environment with constant interactions flowing between the teacher and students. The classroom climate encourages collaboration, participation and support of students’ learning goals (Rogers, 2002) and this is particularly evident when the class “five finger woo” a particular student because of his enthusiastic learning. All of the above teaching elements and relevant theories

Outline of a



conclusion provides

Summary of key aspects of the teaching and

are covered in week 2. Through providing clear instructions and lesson purposes,

learning in the analysis of the case study

having good control over the class and exposing students

a sense of unity and

to a learning environment which allows them to feel

logical ending to the

comfortable asking and answering questions and working

assignment

with peers, positive learning experiences are created. 

Implications for future work as a teacher?

Implications include whether or not effective communication is apparent between all students. For example, one student may struggle to understand an explanation given by his/her

peer, another student may struggle to explain a concept, and another may pretend to understand if there is pressure to do so.

References Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching?. Crelos Associates (2009). Seven habits of high effective teachers. Times Educational Supplement, 8 May, 10-17. Dreikurs, R., Grunwald, P. & Pepper, K (1982). Maintaining sanity in the classroom. New York: Harper & Row. Glasser, W. (1990). The Quality School: Managing students without coercion. New York: Harper Perennial. Rogers, W. (2002). Classroom behaviour: Practical guide to effective teaching behaviour management and colleague support. London: Paul Chapman.