My approach to teaching for effective learning Lauren Jackson 33443557

Philosophy

As an early childhood preservice educator, I believe that a child’s development is directly influenced

by their surrounding environment and the experiences in which they undertake. Providing students

with a multitude of rich experiences which nurture both creativity and cognitive functions

encompass my teaching philosophy. Learning is established when children are engaged and

challenged. In early childhood, it is particularly necessary to create authentic learner centred

experiences that are based around discovery, inquiry and problem solving, subjecting children to the

skills required to progress into successful and independent learners. As a teacher, I can support

students’ learning by providing sensory, motor, and concrete experiences to guide children to

develop their own connections, intervening when necessary, without impeding on the learning

process.

Social interaction also plays an integral role in the early years of a child’s development, facilitating

language growth. When children work in collaboration, it initiates conversations, further developing

their literacy through speaking and listening. Providing student’s opportunities to work in groups

encourages them to work in unison to problem solve, construct meaning, whilst learning to share

ideas, perspectives and content knowledge. My role as an effective educator is to establish

reciprocal relationships and model behaviours to facilitate this learning in a positive environment

through scaffolding, instruction, observation and continuous assessment.

Collaborative learning also aids in social and emotional development. I am an advocate of an

inclusive classroom environment, that is sensitive and responsive to the needs of all the children,

specifically their socio emotional requirements. I will consider my students’ social-emotional

development by encouraging them to articulate the cause and effect of their feelings, not only when

they are overstimulated with emotion, but in everyday tasks. This continual approach to teaching

allows students to self-regulate their emotions and understand how to manage their reactions.

During my education, there was an absence of positive relationships between students and teachers

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and as a result, many students struggled with conflict resolution. Therefore, my role as a teacher is

to provide a supportive and caring environment with mutual respect, which allows children to

express and make sense of their emotions, strengthening their metacognition and wellbeing.

Part B - Lesson Plan

Day: M T W T F Date: 13/5/2019 Time: 10.45am Year: Foundation (Pre-
Primary)
Lesson number 2 of 2 (if the lesson is one in a sequence of lessons)

Learning Area: Humanities and Social Sciences

Topic: Important Places

Australian Curriculum Content Description: (see ACARA or SCASA)

The places people live in and belong to, their familiar features and why they are important to
people (ACHASSK015 - Scootle )

Aboriginal and Torres Strait Islander Asia and Australia’s engagement

Cross-curriculum priorities: histories and cultures with Asia
Sustainability

Critical and Ethical Personal and Intercultural

General capabilities: Literacy Numeracy ICT
creative thinking behaviour social capability understanding

Students’ prior knowledge and experience:

(Briefly outline what the students already know about this topic from previous lessons/experiences. Note any particular skills
needed.)

• An Aboriginal elder was a guest speaker in lesson 1, describing her favourite aboriginal artwork sites
and why it is important to herself and her culture.
• Reduce, reuse, recycle.
• Students are encouraged to express how events/pictures make them feel and why. Educators model
this behaviour.
• Children are encouraged to use synonyms to expand their vocabulary; this has been modelled by
educators (What does this mean? Another word for..., similar to….).
• Conversation starters – to get the children to think “what if” “what do you want to find out about his
object”
• Man Made vs Natural
• Social factors: Groups will be allocated dependant on ability and to ensure students interact with

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other peers (not just their closest friends).

• Rainbow behaviour chart is utilised in classroom to reinforce positive behaviours. Students start each
day on the snail and move up to rainbow or down to storm cloud when exhibiting undesired
behaviours.
• Lesson One provided the context on how what is important to individuals within their homes, how
they differ from person to person and how to respect and take care of them. This developed into
further led discussion which is the basis of this lesson (Lesson 2)
• Children have established and created a list describing what a good presenter and good audience
does. (Presenter – Knows topic, speaks clearly, holds eye contact, stays on topic. Audience – Listens
carefully)
Teaching purpose: (What is the broad purpose of the lesson? What are you teaching – and why?)
Students explore the places they live in and belong to. They develop an understanding of what makes a place special
and how this may differ for different people.
Students learn about the importance of looking after places.

Learning objectives: (What will students know and be able Assessment: (For each learning objective, state how you will
to do at the completion of the lesson – specific, concise and assess the degree to which the objective has been achieved.
attainable objectives. Use relevant taxonomies.) What will be the evidence of the learning? Consider formative
and, if appropriate, summative assessment strategies)
On completion of this lesson, students will be able
to:

 Recognise that people place value on specific  listen to others’ opinions and points of view and
objects differently and responding to others show respect for others, their views and property.
Educator and Education Assistant will walk around
appropriately.
room and assess via observation.

 Differentiate between objects (texture, shape,  Sorting objects into different categories
colour, man-made, natural, scent) (Observation – educator will walk from group to
group and question students as to what specific
characteristics of items allow them to be paired
 Create a story about their favourite place, with others)
sharing aspects of their culture and articulate
why it is important through effective
 Oral assessment
communication.

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Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

Ipad (recording device) for storytelling

Interactive screen for video
Special items – brought in from home
Popsticks (Used to take turns in talking when children are sitting in their groups at desk)
Talking stick

Catering for diversity (detail any adjustments or considerations for educational/resource adjustments)
Autistic Spectrum Disorder child [ASD] – I have designed this lesson to adhere to his sensory requirements.
Before lesson, educator writes descriptive words on white board to help those who those struggle with adjectives.

Timing Learning experiences

Introduction:

2 mins Students welcomed back into the class after recess. Explain to students what your favourite place is, why it
is so important to you and what emotions you feel when you are there.

4 mins Geography for Foundation 'Special Places'. YouTube Video (Lyons, 2018)

The Three C’s (Cares, Concerns and Celebrations) in relation to the students’ favourite place, why it is
14 mins important to them.
- Students to sit in a circle on the mat
- Talking stick (sourced from environment) will be used to model behaviours that the person with
the stick is the only one to be talking
- Decide who commences by praising desired behaviour (rainbow chart)
- Talking stick moves clockwise from student to student
- Students then have 1 minute to reflect on what they have heard
- 5 questions in total can then be asked to further develop relationship development and point of
view.

Students are asked to return to their seats (Groups of 4). Each student has been previously asked to bring
12mins in something small from their favourite place.
All items are placed into pillowcases beforehand by educator. Each group gets one pillowcase each,
containing 4 items.
One by one, students pass the pillowcase around their group, with the educator starting the process at
the front of the class.
Each student sticks their hand into the bag, without revealing item to anyone else in the group what they
have. They begin to describe what they are holding, with other students taking turns of guessing what the
object may be.
Prompt questions if required -

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- Can it be manipulated / can you change the shape of it with your hands?
- What does it feel like?
- Can you smell anything?
- Can it be broken apart?
*Before lesson, educator writes descriptive words on white board to help those who need.

Once all items have been removed from bags, groups re then encouraged to draw comparisons between
them and sort them into groups dependant on their different characteristics.

28 mins Students stand up in front of the class one by one to explain their personal item and describe its features,
and why it is important to them, how it makes them feel, what makes them special in an oral language
presentation.
*Children are selected dependant on behaviours (operant conditioning).
*Recorded to upload to Dojo for parents.

Rationale

My new found understanding of educational psychology regarding teaching and learning has

encouraged me to continuously self-reflect on my ideologies as both a teacher and a learner, to

assure that I remain effective within my practices. The rationale of this lesson plan focuses on

utilising social interaction to facilitate learning through authentic experiences, stimulating the

emotional and cognitive development of children. For children to develop into productive members

of society and understand the world we live in, they must initially understand themselves and

others, developing empathy and allowing themselves to view opposing perspectives. Placing high

value on building reciprocal relationships in a safe environment, I promote students development of

positive self-identities and self-efficacy in order to become effective learners.

My lesson plan was designed around my philosophy of social interaction and emotional

growth on the developing learner, as I believe that children develop cognitively through

collaboration. Working in collaboration, children acquire knowledge through observation with the

help from mixed ability groups and more knowledgeable others. “Vicarious learning through

observation and imitation can have positive outcomes, but some sources can have persuasive and

possibly negative influence on behaviour” (Duchesne, McMaugh, Bochner & Krause, 2013, p. 185).

Not only does collaboration advance students who are classified as low achievers but also allows

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high achieving students to build upon their knowledge through explanation. When more knowledge

others expose children to new experiences and information, children absorb this through

assimilation then modify their pre-existing concepts into further subcategories, to accommodate this

newfound information (Duchesne et al., 2013). For example, some children may have had

preconceived ideas that all children live in a certain style of housing as that is all that they are aware

of. Utilising social interaction through collaboration, it is possible that another student’s description

of their favourite place during this lesson on important places, allows others to be subjected to

further understandings which then can be broken down. Children use experiences and interactions

to create meaning within the world they live in (Pange & Kontozisis, 2001). To be an effective

educator, educators must act as coparticipants, guiding children in their learning journey through

discovery and enquiry (ProTeachers Video, 2010). "To educate is to guide students on an inner

journey toward more truthful ways of seeing and being in the world" (Palmer, 1998, p. 6) .

Understanding others’ perspectives allows students to develop interpersonal skills which are crucial

in their everyday lives and fosters acceptance of difference from an early age. “ Learning is the

process of making sense or creating meaning from experience” (Narey, 2016, p. 3). Through

observing, experiencing and reflecting on emotions whilst performing, children are able to develop

self-awareness and emit empathy by relating to other people’s situations (Roy, Baker & Hamilton,

2015). I have provided my students with authentic learning opportunities by scaffolding a positive

environment for students to participate in collaborative, peer assisted learning.

Within my lesson plan, I have utilised tasks and structure that are developmentally

appropriate for early childhood learners. Promoting the requirement for an interactive classroom, I

have focussed this lesson around understanding of self through group interaction. The learning tasks

implemented are based around inquiry and inquisitiveness which align with the Early Years learning

Framework which states learners need to “participate in a variety of rich and meaningful inquiry-

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based experiences” (Department of Education, Employment and Workplace Relations [DEEWR],

2009). Children are drawn into the lesson with the inquisitiveness of what item is placed in the

within the pillowcase and the wonderment of trying to predict the item based off clues. “A wider

variety of inanimate objects leads to a greater amount of exploratory behaviour exhibited by the

child” (Carlton & Winsler, 1998, p. 162). Children are also queried on the comparisons between each

item and what makes them unique, differentiating between the items to draw comparisons, which

aids in the advancement of memory capabilities. Yildrem and Akamca (2017, p. 1) argue that long-

term memory is sparked in children who are exposed to learning environments which stimulate their

senses. Guided practiced was employed to showcase to the students what was expected of them

during the lesson. I selected not to integrate any worksheets as I do not believe that they are

suitable for this type of lesson and learning tasks and age group. I have incorporated storytelling due

to the advancement it provides in language, communication and structuring relationships regarding

early childhood development. Children’s language development is beneficial in expressing their

emotions and articulating what they feel through words (Lindon, 2011). It is beneficial that

individuals can attain a vocabulary appropriate for their level of developmental stage. When

students verbalise their thoughts during storytelling, it enables them to explicitly explain their own

ideas or perspectives, showcasing it to others and allowing educators to assess their competency.

“Literacy encompasses the knowledge … students need to access, understand, analyse and evaluate

information, make meaning, express thoughts and emotions, present ideas and opinions, interact

with others and participate in activities at school and in their lives beyond school” (Australian

Curriculum, 2011, para. 2). Not only does storytelling improve literacy, but also aids in the

construction of relationships, through emotional reactions and eye contact (Killick & Boffey, 2012).

Incorporating specific learning tasks, I have evolved my learning plan around the suitable

development age for early childhood learners

This lesson is structured around the idea of students ascertaining information about

themselves and understanding the fundamentals of how to learn. Promoting the Three C’s teaching

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strategy within a collaborative classroom setting, the students are involved in expressing their

emotions through cares, concerns and celebrations, permitting peers to gain alternate point of

views. Previous studies have stressed the significance of early childhood years in overall

development and have focussed on the requirement for educational practices to embody the

principles of promotion, prevention, and intervention on emotional and cognitive development

(Bagdi & Vacca, 2005). Students can benefit from these structured connections, participating in the

group and interjecting their perspectives. Identifying that several student's ability levels are more

advanced than their fellow peers, I have used this opportunity to purposely situate children in mixed

ability groups to foster growth of all students. As well as develop skills of children with low abilities

through a different peer explanation, this also allows students with higher abilities to consolidate

information. The more competent students will provide a lead in problem-solving, and the groups

will promote an environment of acceptance and appreciation of all students. “Learning occurs when

peers help one another to learn and, in turn, learn by teaching.” (Duchesne et al., 2013, p. 215).

Within my classroom, I have a student who is on the spectrum who is fixated on touching and

manipulating everyday objects. Recognising their sensory requirements, I have catered for them,

adapting the lesson to engage the senses through exploration of items from the students’ favourite

places. If overwhelmed, I have designed a quiet rest place for this ASD student in the corner of the

room, where his comfort items are placed to aim in decreasing his stress levels. Overall, the teaching

strategy utilised is pertained to the emotional development required to transform early childhood

students into emotionally competent members of society.

My lesson combines a mixture of motivational approaches, including social cognitive and

behavioural theories. Implementing the rainbow behavioural chart appeals to Burrhus Skinner’s

principal of operant conditioning. Students start each day on the snail and move up to rainbow or

sun when achieving sought after learning goals or down to storm cloud when exhibiting undesirable

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behaviours. Students move their own name to each part of the rainbow chart to aid in accountability.

The rainbow chart signifies my approach to operant conditioning and extrinsic motivation and is

featured within the classroom to reinforce positive behaviours. When each student reaches the sun

at the top of the chart, they receive a token. In early childhood, children have no past experience on

behaviours, therefore, I used this extrinsic approach to teach children the appropriate way they are

expected to behave. This fixed ratio reinforcement is crucial in early childhood, while children are

establishing new behaviours (Duchesne et al., 2013, p. 174). Once students obtain ten tokens, they

qualify to select a prize out from the lucky dip box. Not only does this meet each student’s

motivational needs but this inquiry or intuitiveness of what potential prize the receive also adheres

to their appropriate developmental level. By having a constant reinforcer, students can recognise

that good behaviour and results lead to positive rewards, thus being more likely to strive towards

being rewarded again. Duchesne et al., (2013, p. 172) state positive reinforces that are consistently

used during effective teaching “include praise, showing happiness or delight”. Whilst utilising

intrinsic motivation regarding behaviour, in terms of motivation towards schooling achievement I

believe that academic tasks need to be exploratory without reward, allowing both to coexist within

the classroom. Intrinsic motivation is a goal-orientation action, initiated and maintained by students

which is connected to higher cognitive development and achievement, as children are enthusiastic

and involved in their own learning (Carlton & Winsler, 1998). In a social setting, I have appealed to

children’s curiosity, developing tasks that encourage children work in groups to be inquisitive,

allowing the learning process to be natural and engaging. Collaborative inquiry is structured in my

classroom environment to stimulate creativity and improve problem solving abilities and social

interaction. My role as a teacher is to facilitate learning through peer interaction, observing and

responding to the needs of students providing only enough support, without impeding on their

learning journey. The more an educator interferes with a child's independent exploration of objects,

the less the child will advance toward conquering the object (Carlton & Winsler, 1998). Pairing

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different aspects of motivational theories together has enabled the development a lesson plan that

aligns with my personal teaching philosophy.

I firmly believe in social interaction through collaboration where students can make sense of

themselves and the world they live in, is the best approach to teaching in early childhood. This type

of positive environment provides a better overall experience in the classroom by combining creative

modes of learning that are engaging through improving relationships and emotional development

between both teachers and learners. I consider this methodology paramount for early childhood

education and one that I can employ as a future teacher. My philosophy provides meaningful

learning experiences and facilitates learning in authentic real-world contexts.

Learning from feedback

To build upon my marking from assignment one, I have taken more time in editing my assignment,

utilising review software as a tool, to gain more feedback. I have also to ensured that the references

used which can be updated, have a date retrieval stamp on them.

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REFERENCES

Australian Curriculum. (2011) General Capabilities: Literacy. Retrieved April 16, 2019, from
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/

Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum:
Humanities and Social Sciences (ACHASSK015). Retrieved April 13, 2019,
https://www.australiancurriculum.edu.au/f-10-curriculum

Bagdi, A., & Vacca, J. (2005). Supporting early childhood social-emotional well being: The building blocks for
early learning and school success.  Early Childhood Education Journal,  33(3), 145-150.
doi:10.1007/s10643-005-0038-y

Carlton, M. P., & Winsler, A. (1998). Fostering intrinsic motivation in early childhood classrooms.  Early
Childhood Education Journal,  25(3), 159-166. doi:10.1023/A:1025601110383

Department of Education, Employment and Workplace Relations. (2009). Early Years Learning Framework.
Retrieved May 1, 2019, https://www.education.gov.au/early-years-learning-framework-0

Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. (2013). Education Psychology: For Learning and
Teaching (4th Ed.) South Melbourne, Victoria: Centage Learning Australia Pty Ltd.

Killick, S., and Boffey, M. (2012). The Fostering Network: Building Relationships through Storytelling.
Retrieved from:
https://www.thefosteringnetwork.org.uk/sites/www.fostering.net/files/content/building-
relationships-through-storytelling-31-10-12.pdf

Lindon, J., & Ebooks Corporation. (2011;2012;). Supporting children's social development: Positive
relationships in the early years. London: Practical Pre-School Books.

Lyons (2018, June 19). Geography for Foundation ‘Special Places’. [Video file]. Retrieved May 4, 2019, from
https://www.youtube.com/watch?v=KYKbRvirZbU

Narey, M. (2017). The Creative “Art” of Making Meaning. In M. Narey (Eds.), Multimodal Perspectives of
Language, Literacy, and Learning in Early Childhood. Educating the Young Child (Advances in
Theory and Research, Implications for Practice). (12) Springer: Cham.
https://doi-org.libproxy.murdoch.edu.au/10.1007/978-3-319-44297-6_1

Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco:
Jossey-Bass.

Pange, J., & Kontozisis, D. (2001). Introducing Computers to Kindergarten Children Based on Vygotsky's
Theory about Socio-Cultural Learning: The Greek Perspective. Information Technology in Childhood
Education Annual, 193. Retrieved from
http://link.galegroup.com.libproxy.murdoch.edu.au/apps/doc/A78177250/ITOF?
u=murdoch&sid=ITOF&xid=c4881c34

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ProTeachers Video (2010, June). Collaborative Enquiry. [Video file]. Retrieved May 6, 2019, from
http://www.proteachersvideo.com/Programme/47731/collaborative-enquiry

Roy, D., Baker, W., & Hamilton A. (Ed.). (2015). Teaching the Arts: Early Childhood & Primary Education. (2 nd
ed.). Melbourne, Australia: Cambridge University Press

Yildrem, G., & Akamca, G. (2017). The Effect of Outdoor Learning Activities on the Development of Preschool
Children. South African Journal of Education, 37(2), Retrieved from doi: 10.15700/saje.v37n2a1378

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