I SEEI HEARI DO AND I UNDERSTAND

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I SEEI HEARI DO AND I UNDERSTAND
ARTS, EDUCATION AND HUMAN DEVELOPMENT
Presenters name CORAL CARA Date 2nd October,
2008
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CONTEXT- WHY

• Primary educators lack confidence, competence,
  and self efficacy in the teaching of Science
  (Goodrum et al, 2000 Hackling Prain, 2005,
  AAS, 2007)
• Multilayered partnership VU staff PSTs,
  schools and school students
• By seeing, hearing, doing and understanding, all
  learners have the opportunity to build their
  confidence, competence and capacity to use
  science and learner centred inquiry as a means of
  understanding the world- Staff, PSTs, practising
  teachers, school students, community
• Authentic purpose, WIL (work integrated learning)
  benefiting all partners

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THE MODEL OF PRACTICE NOVICE AS FACILITATOR
-WHAT
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WIL WORK INTEGRATED LEARNING

• Calway (2008) Intentional, real world, authentic
  work integrated learning which builds work
  readiness life-long learning human and social
  potential knowledge transfer and career
  development
• POLT (DET, 2004) principles of teaching and
  learning Supportive atmosphere, student centred,
  tied to community, capacity building
• Scaffolded, progressive and developmental
  (Vygotsky, 1978) and built deeper levels of
  thinking and action in content and hands on
  application
• Goodrum (2007) notes that professional learning
  is in keeping with the philosophy of lifelong
  learning and the life long learner. He
  acknowledges the importance of teachers as
  professionals and as catalysts for change and
  improvement

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PARTNERSHIP FACILITATION OF LEARNING- HOW
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IMPLEMENTATION-HOWInteractive teaching and
learning
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Implementation How

• 5 week buddy project in schools
• WiL- Putting it into practice, demonstration of
  interactive teaching and learning
• PSTs in teams, lead, supported and shared
• Practising teachers see, hear, do, learn
• PSTs provide school report for each buddy
• Scaffolded, progressive teaching and learning
• Could be used for any topic/theme/subject eg
  literacy concept development using physical
  activities

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VOICES

• Science teaching is important 98 of PSTs AGREED
• Pre Unit- not confident in Science teaching
• Post Unit- major shift toward confidence in
  Science teaching
• PSTs
• The experience has been invaluable to my
  understanding of science, student learning and
  classroom management
• The development in confidence and knowledge I
  have seen in both the primary school students and
  the pre-service teachers in my group made it all
  worthwhile

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VOICES

• Teachers
• Even after such a short period of time it was
  amazing to see the transformation in some of the
  students. By the end of the period students knew
  the overall structure of the lessons and what
  expectations were had of them. The students
  seemed to become more and more engaged as each
  lesson passed. The first lesson saw children
  guessing answers, but by the time week 4 and 5
  came they were supplying answers such as
  gravity, force, mass and composition. Our
  group was amazed how students confidence in
  their use of such words developed to the point of
  using them in everyday conversation
• Students
• The students can reflect on the five weeks
  through their own journal entries. The drawings
  and short stories provide evidence of learning
  taking place. Using the weekly journal entries
  allowed for our group to assess each students
  learning, this provided our team with valuable
  insight for the purpose of revision of certain
  concepts which the students needed clarifying. At
  the end of the five week block, all key concepts
  where clearly understood by each student
• Class teachers confirmed that the new vocabulary
  and concepts were being introduced into the
  classroom by the students of their own accord.

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I SEEI HEARI DO AND I UNDERSTAND
http//dev.origami.com/images_pdf/heartcd5.pdf
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CONTACT DETAILS

• NAME Coral Cara
• ARTS, EDUCATION AND HUMAN DEVELOPMENT
• SCHOOL of Education
• PHONE [phone]
• EMAIL coral.cara_at_vu.edu.au

WWW.VU.EDU.AU