SlideShare ist ein Scribd-Unternehmen logo
1 von 7
Downloaden Sie, um offline zu lesen
Unit EDLT116 Learners and Teaching

             Yvonne Masters




Assignment 1 – Group Reading Response Task

             Semester 2, 2010

  Due Date: Monday 25th October 2010, 5pm




         Assignment completed by:

                Julie Papps

              Georgia Peard

              Sharon Phillips

             Yolande Phillips

              Donelle Phipps

               Adelle Pilon

              Krystal Pomplun




                                             1
Module 3

Q1. How can the use of discussions help you to teach in ways that are consistent
with Piaget’s Theory of cognitive development?

Piaget believed that an important aspect of children’s cognitive development was their

internal mental structures and that these structures were modified through experience

and interactions within their world (Vialle et al: 2005: p26). Piaget accepted that the

most effective method of helping students to develop their ideas was through interaction

with their peers. These interactions prompt a change in the student’s existing thoughts

through the processes of accommodation and assimilation. Discussion and Cooperative

learning can also allow students to see that differences in their backgrounds, abilities and

experiences can be accommodated in activities and this can enhance achievement and

motivation. (American Psychological Association, 1997, cited in Killen: p216).


Piaget's constructivism is based on his view of the psychological development of

children. He believed to understand is to discover, or reconstruct by rediscovery, and

such conditions would create individuals who are capable of production and not merely

repetition. Piaget believed that children go through stages in which they accept ideas

that they may later discard as being wrong. His theory then is based on the idea that

understanding is built up step by step through active participation and involvement, an

example of this is classroom discussion. (Thanasoulas: Online 2010)


Classroom discussion encourages students to learn from each other in ways that extend

beyond the social and academic. Students who participate in discussion in their

classroom will learn to express their ideas and listen to their classmates’ ideas as well.

This participation will enrich their learning experiences through the exchange.

Discussions are consistent with Piaget’s theory because they provide a bridge between
                                                                                          2
direct instruction and student-centered instruction (Killen 2009:p149), which is an

approach based on Piaget’s theory that children are active constructors of meaning

(Vialle et al: 2005: p25).


Discussions serve as an avenue for students to express criticism without being offensive

and assist students to accept criticism without being offended (National University of

Singapore: Online 2004). When students are able to discuss their lessons with their peers

they can understand and apply what they have learned. We, as students, participate in

online discussion through our university course and this enables us and gives us the

chance to participate in a ‘less threatening’ environment where we take an active role in

our learning. Discussion in the classroom can also provide feedback to the teacher, as

the teacher can gauge whether the students have understood the lesson, how the students

have done so and make corrections as necessary (National University of Singapore:

Online 2004).


Gardner’s multiple intelligences theory states that some students need to be able to talk

about their learning, for it is through talk that we make sense of what we are doing. This

is known as Linguistic Intelligence, and is described as being the ability to think in

words and/or use words to understand and express complex meanings (Groundwater-

Smith et al. 2003).


Classroom discussion of what has been learned allows the teacher to work with students

to make their education more enjoyable and students will feel that they are contributing.

(National University of Singapore: Online 2004). Improved teaching in the classroom

will occur when discussion that is consistent with Piaget’s Theory of Cognitive

Development is implemented.


                                                                                        3
REFERENCE LIST



CDTL Brief, National University of Singapore, ‘Class Discussions – Its
Benefits’, February 2004, Vol 7 No 2. Retrieved online on 11October, 2010 from
       http://www.cdtl.nus.edu.sg/brief/v7n2/sec3.asp


Groundwater-Smith, S., Ewing, R., & LeCornu, R, ‘Understanding
Learning Diversity’, in Teaching: Challenges and Dilemmas, 2nd Edition, Southbank Vic,
       Thompson Learning, 2003. Chap 3, pp53-73


Killen, Roy., ‘Effective Teaching Strategies’, 5th Edition 2009, Cengage
Learning Australia, South Melbourne Vic. pp 149, 216


Thanasoulas, D., Teaching Learning, ‘Constructivist Learning’ , Retrieved
online 10 October, 2010 from
       http://www.seasite.niu.edu/Tagalog/Teachers_Page/Language_Learning_Articles/constr
       uctivist_learning.htm


Vialle, W., Lysaght, P., & Verenikina, I., ‘Psychology for Educators’, 2005.
Social Science Press South Melbourne Vic. pp 25-26




                                                                                         4
Module 4

Q: In what ways might you experience diversity in a classroom? What strategies
might you use to help provide equal learning outcomes for all?

Students and teachers bring unique personalities, backgrounds and experiences to the

classroom to create a very diverse learning environment (Groundwater-Smith, S., Le

Cornu, R. & Ewing, R. 2003: 54). The different types of diversity that may be

experienced in the classroom include ethnicity, culture, language, gender, ability,

poverty and special needs. Diversity of learners in any particular classroom is a teacher’s

most important consideration and greatest challenge.



Aboriginals, Torres Straight Islanders, migrants and non-English speaking students face

several learning barriers. These include: inability to understand rules of society, not

knowing acceptable behaviour, loss of close family ties, difficulty making cross-cultural

friends and failure to communicate emotional needs (McInerney & McInerney 2006:

352). Simpson and Clancy (2001:3) suggest for learners to become proficient in school

literacy they must first understand the classroom discourse. There are many strategies

teachers can implement including developing curricula and structures that give access to

western knowledge while preserving the individuals’ culture, values and traditions

(McInerney & McInerney, 2006: 361); creating school handouts in several languages

and providing English language classes for parents and students.



Gender can often impact the way teachers react to students, as well as influence the

students’ views and expectations of themselves. Teachers should avoid stereotyping

philosophies like ‘boys will be boys’, as this allows boys behavioural flexibility. There

are also generalisations that girls are better readers and boys better at maths, which can


                                                                                         5
lead to differing expectations (Groundwater-Smith, S., Le Cornu, r. & Ewing, R

2003:63). It is important that teachers treat students according to their individual needs

and talents; not gender (Groundwater-Smith, S., Le Cornu, R. & Ewing, R 2003:63).

Students may be socio-economically disadvantaged and teachers must remember that

poverty is in no way a deficit; merely that they may not have the same level of resources

or exposure to educational experiences as more affluent students (Groundwater-Smith,

S., Le Cornu, R. & Ewing, R 2003:63). Providing emotional support, a welcoming safe

environment, as well as aware programming, will minimise further difficulty.



Finally, there are special needs students, including the gifted and at-risk. The gifted

often become under-achievers to fit in with others (Groundwater-Smith, S., Le Cornu, R.

& Ewing, R 2003:65). This can be overcome by altering the curriculum to maintain

motivation without counter-productive segregation. Children with disabilities are often

taught via    the ‘medical’ mode (Cooper & Henderson 1995), which, focuses on

improving deficits; while the preferred approach ‘Inclusive Schooling’, focuses on

students strengths (Groundwater-Smith, S., Le Cornu, R. & Ewing, R 2003:65). At-risk

students must be treated with compassion and humanity and can also be assisted with

qualified help such as therapists or councillors.

In summary, teachers should be focussed on developing life chances as well as passing

on information and skills to students (McInerney, D & McInerney, V 2006: 363). For

learning to be successful, teachers need to be responsive to the educational and social

needs of all students (Groundwater-Smith, S., Le Cornu, R. & Ewing, R 2003:65).

Teachers must plan for diversity and approach students without judgement but with a

desire to teach to the individual needs of students in order to give them the skills

required to be successful.
                                                                                        6
REFERENCE LIST


Groundwater-Smith, S., Le Cornu, R. & Ewing, R. 2003 ‘Understanding Learner
      Diversity’, in Teaching: Challenges and Dilemmas, eds S. Groundwater-Smith,
      R.Ewing & R. Le Cornu. 2nd ed. Southbank, VIC, Thomson Learning, chapter 3,
      pp.53-73


McInerney, D. M. & McInerney, V. 2006 ‘Managing Effective Learning’, in
      Educational Psychology: Constructing Learning, eds D. McInerney & V.
      McInerney. 4th ed. French Forest, NSW. Pearson Education, pp. 350–357, 360–
      365, 368-369


Simpson, L. & Clancy, S. 2001, ‘Developing Classroom Discourse with Young
      Aboriginal Literacy Learners’, Australian Journal of Teacher Education, vol. 26,
      no. 1, pp. 1-10. Retrieved 25 September 2010 from Australian Journal of Teacher
      Education




                                                                                    7

Weitere ähnliche Inhalte

Was ist angesagt?

Facilitating Learning Module 4
Facilitating Learning Module 4Facilitating Learning Module 4
Facilitating Learning Module 4Blair Torres
 
Theory Paper Presentation for Ed. D. Program
Theory Paper Presentation for Ed. D. ProgramTheory Paper Presentation for Ed. D. Program
Theory Paper Presentation for Ed. D. ProgramLarry Weas
 
Differentiating Instruction
Differentiating InstructionDifferentiating Instruction
Differentiating Instructioncfikree
 
Supporting sexual and gender diversity in the classroom
Supporting sexual and gender diversity in the classroomSupporting sexual and gender diversity in the classroom
Supporting sexual and gender diversity in the classroomMarion Piper
 
Cultural Diversity in the Classroom by Nada Cohadzic
Cultural Diversity in the Classroom by Nada CohadzicCultural Diversity in the Classroom by Nada Cohadzic
Cultural Diversity in the Classroom by Nada Cohadzichholycross
 
Diversity of learners
Diversity of learnersDiversity of learners
Diversity of learnersChoc Nat
 
Diversity of learners
Diversity of learnersDiversity of learners
Diversity of learnersWinme Belonio
 
Transformative learning slides
Transformative learning slidesTransformative learning slides
Transformative learning slidesNickyGwoz
 
CPE Presentation FINAL Julia Cirillo
CPE Presentation FINAL Julia CirilloCPE Presentation FINAL Julia Cirillo
CPE Presentation FINAL Julia CirilloJulia Cirillo
 
Why Peer Mentoring Works FINAL
Why Peer Mentoring Works FINALWhy Peer Mentoring Works FINAL
Why Peer Mentoring Works FINALWilliam Murithi
 
Diversity in the classroom
Diversity in the classroomDiversity in the classroom
Diversity in the classroommialclark
 
Technology Mixed With Diversity In The classroom
Technology Mixed With Diversity In The classroomTechnology Mixed With Diversity In The classroom
Technology Mixed With Diversity In The classroomjohnathan25
 
Module 16: Relevance of Gender Dimensions in Teaching and Learning Process
Module 16: Relevance of Gender Dimensions in Teaching and Learning ProcessModule 16: Relevance of Gender Dimensions in Teaching and Learning Process
Module 16: Relevance of Gender Dimensions in Teaching and Learning ProcessNISHTHA_NCERT123
 
Johnson, debra pre service special education candidates
Johnson, debra pre service special education candidates Johnson, debra pre service special education candidates
Johnson, debra pre service special education candidates William Kritsonis
 

Was ist angesagt? (19)

Facilitating Learning Module 4
Facilitating Learning Module 4Facilitating Learning Module 4
Facilitating Learning Module 4
 
Unit 2.2- Student Diversity
Unit 2.2- Student DiversityUnit 2.2- Student Diversity
Unit 2.2- Student Diversity
 
Theory Paper Presentation for Ed. D. Program
Theory Paper Presentation for Ed. D. ProgramTheory Paper Presentation for Ed. D. Program
Theory Paper Presentation for Ed. D. Program
 
Differentiating Instruction
Differentiating InstructionDifferentiating Instruction
Differentiating Instruction
 
Inclusive education strategies
Inclusive education strategies Inclusive education strategies
Inclusive education strategies
 
Csen april 2010
Csen april 2010Csen april 2010
Csen april 2010
 
Pre writing and learning styles
Pre writing and learning stylesPre writing and learning styles
Pre writing and learning styles
 
Supporting sexual and gender diversity in the classroom
Supporting sexual and gender diversity in the classroomSupporting sexual and gender diversity in the classroom
Supporting sexual and gender diversity in the classroom
 
Cultural Diversity in the Classroom by Nada Cohadzic
Cultural Diversity in the Classroom by Nada CohadzicCultural Diversity in the Classroom by Nada Cohadzic
Cultural Diversity in the Classroom by Nada Cohadzic
 
Diversity of learners
Diversity of learnersDiversity of learners
Diversity of learners
 
Diversity of learners
Diversity of learnersDiversity of learners
Diversity of learners
 
Transformative learning slides
Transformative learning slidesTransformative learning slides
Transformative learning slides
 
CPE Presentation FINAL Julia Cirillo
CPE Presentation FINAL Julia CirilloCPE Presentation FINAL Julia Cirillo
CPE Presentation FINAL Julia Cirillo
 
Why Peer Mentoring Works FINAL
Why Peer Mentoring Works FINALWhy Peer Mentoring Works FINAL
Why Peer Mentoring Works FINAL
 
Diversity in the classroom
Diversity in the classroomDiversity in the classroom
Diversity in the classroom
 
Technology Mixed With Diversity In The classroom
Technology Mixed With Diversity In The classroomTechnology Mixed With Diversity In The classroom
Technology Mixed With Diversity In The classroom
 
ESL- 523 Culture in learning
ESL- 523 Culture in learningESL- 523 Culture in learning
ESL- 523 Culture in learning
 
Module 16: Relevance of Gender Dimensions in Teaching and Learning Process
Module 16: Relevance of Gender Dimensions in Teaching and Learning ProcessModule 16: Relevance of Gender Dimensions in Teaching and Learning Process
Module 16: Relevance of Gender Dimensions in Teaching and Learning Process
 
Johnson, debra pre service special education candidates
Johnson, debra pre service special education candidates Johnson, debra pre service special education candidates
Johnson, debra pre service special education candidates
 

Andere mochten auch

Marking rubric for jason
Marking rubric for jasonMarking rubric for jason
Marking rubric for jasonjpapps
 
Ag pres cpa public_sector leaders_series_luncheon_june_27_2014
Ag pres cpa public_sector leaders_series_luncheon_june_27_2014Ag pres cpa public_sector leaders_series_luncheon_june_27_2014
Ag pres cpa public_sector leaders_series_luncheon_june_27_2014Audit Office of New South Wales
 
Raa taltree presentation
Raa taltree presentationRaa taltree presentation
Raa taltree presentationLouisebarmore
 
2005 Cuban Tourism Presentation "Making up for lost time"
2005 Cuban Tourism Presentation "Making up for lost time"2005 Cuban Tourism Presentation "Making up for lost time"
2005 Cuban Tourism Presentation "Making up for lost time"Ally Stoltz
 
Engl001 assignment 2
Engl001 assignment 2Engl001 assignment 2
Engl001 assignment 2jpapps
 
Payforit4 training jul13
Payforit4 training jul13Payforit4 training jul13
Payforit4 training jul13ImpulsePay
 
Kateeeeeeeeeeeeeeeeeeeee
KateeeeeeeeeeeeeeeeeeeeeKateeeeeeeeeeeeeeeeeeeee
Kateeeeeeeeeeeeeeeeeeeeeaylenkaterine
 
FMSEA 2012 generic slides
FMSEA 2012 generic slidesFMSEA 2012 generic slides
FMSEA 2012 generic slidesfmsea
 
エンディングノートとは?
エンディングノートとは?エンディングノートとは?
エンディングノートとは?a.terada
 
Use of IT Tools in Audits in Australia - by Peter Achterstraat, Auditor-Gener...
Use of IT Tools in Audits in Australia - by Peter Achterstraat, Auditor-Gener...Use of IT Tools in Audits in Australia - by Peter Achterstraat, Auditor-Gener...
Use of IT Tools in Audits in Australia - by Peter Achterstraat, Auditor-Gener...Audit Office of New South Wales
 
PNG : A Million Different Journeys
PNG : A Million Different JourneysPNG : A Million Different Journeys
PNG : A Million Different JourneysAlly Stoltz
 
Edss223 assignment 2
Edss223 assignment 2Edss223 assignment 2
Edss223 assignment 2jpapps
 
Kateeeeeeeeeeeeeeeeeeeee
KateeeeeeeeeeeeeeeeeeeeeKateeeeeeeeeeeeeeeeeeeee
Kateeeeeeeeeeeeeeeeeeeeeaylenkaterine
 
Assignment 2 and transcript
Assignment 2 and transcriptAssignment 2 and transcript
Assignment 2 and transcriptjpapps
 
La familia en el tratamiento del paciente consumidor
La familia en el tratamiento del paciente consumidorLa familia en el tratamiento del paciente consumidor
La familia en el tratamiento del paciente consumidorClaudia Tejeda
 
Δραστηριότητες
ΔραστηριότητεςΔραστηριότητες
Δραστηριότητεςdemikok
 

Andere mochten auch (20)

Marking rubric for jason
Marking rubric for jasonMarking rubric for jason
Marking rubric for jason
 
Ag pres cpa public_sector leaders_series_luncheon_june_27_2014
Ag pres cpa public_sector leaders_series_luncheon_june_27_2014Ag pres cpa public_sector leaders_series_luncheon_june_27_2014
Ag pres cpa public_sector leaders_series_luncheon_june_27_2014
 
Raa taltree presentation
Raa taltree presentationRaa taltree presentation
Raa taltree presentation
 
2005 Cuban Tourism Presentation "Making up for lost time"
2005 Cuban Tourism Presentation "Making up for lost time"2005 Cuban Tourism Presentation "Making up for lost time"
2005 Cuban Tourism Presentation "Making up for lost time"
 
Engl001 assignment 2
Engl001 assignment 2Engl001 assignment 2
Engl001 assignment 2
 
Payforit4 training jul13
Payforit4 training jul13Payforit4 training jul13
Payforit4 training jul13
 
Kateeeeeeeeeeeeeeeeeeeee
KateeeeeeeeeeeeeeeeeeeeeKateeeeeeeeeeeeeeeeeeeee
Kateeeeeeeeeeeeeeeeeeeee
 
Presentation
PresentationPresentation
Presentation
 
FMSEA 2012 generic slides
FMSEA 2012 generic slidesFMSEA 2012 generic slides
FMSEA 2012 generic slides
 
エンディングノートとは?
エンディングノートとは?エンディングノートとは?
エンディングノートとは?
 
Dust bowl
Dust bowlDust bowl
Dust bowl
 
Use of IT Tools in Audits in Australia - by Peter Achterstraat, Auditor-Gener...
Use of IT Tools in Audits in Australia - by Peter Achterstraat, Auditor-Gener...Use of IT Tools in Audits in Australia - by Peter Achterstraat, Auditor-Gener...
Use of IT Tools in Audits in Australia - by Peter Achterstraat, Auditor-Gener...
 
PNG : A Million Different Journeys
PNG : A Million Different JourneysPNG : A Million Different Journeys
PNG : A Million Different Journeys
 
Edss223 assignment 2
Edss223 assignment 2Edss223 assignment 2
Edss223 assignment 2
 
Kateeeeeeeeeeeeeeeeeeeee
KateeeeeeeeeeeeeeeeeeeeeKateeeeeeeeeeeeeeeeeeeee
Kateeeeeeeeeeeeeeeeeeeee
 
Dust bowl
Dust bowlDust bowl
Dust bowl
 
Sarah Lynn Looney
Sarah Lynn LooneySarah Lynn Looney
Sarah Lynn Looney
 
Assignment 2 and transcript
Assignment 2 and transcriptAssignment 2 and transcript
Assignment 2 and transcript
 
La familia en el tratamiento del paciente consumidor
La familia en el tratamiento del paciente consumidorLa familia en el tratamiento del paciente consumidor
La familia en el tratamiento del paciente consumidor
 
Δραστηριότητες
ΔραστηριότητεςΔραστηριότητες
Δραστηριότητες
 

Ähnlich wie Edlt116 group response assignment 1 part b

Academic and Social Effects of Inclusion
Academic and Social Effects of InclusionAcademic and Social Effects of Inclusion
Academic and Social Effects of InclusionChristina Sookdeo
 
Assess The Role Of The Teachers In An Inclusive Classroom
Assess The Role Of The Teachers In An Inclusive ClassroomAssess The Role Of The Teachers In An Inclusive Classroom
Assess The Role Of The Teachers In An Inclusive ClassroomAlison Hall
 
Creating a literate environment power point presentation
Creating a literate environment power point presentationCreating a literate environment power point presentation
Creating a literate environment power point presentationGrazia Russo
 
Teachers' Questioning in Reading Lessons
Teachers' Questioning in Reading LessonsTeachers' Questioning in Reading Lessons
Teachers' Questioning in Reading Lessonsjuraikha
 
Literate environment analysis presentation riccardl
Literate environment analysis presentation riccardlLiterate environment analysis presentation riccardl
Literate environment analysis presentation riccardllriccard
 
INTS 3330 Final Project
INTS 3330 Final ProjectINTS 3330 Final Project
INTS 3330 Final ProjectCaleb Hall
 
A critical moment during practicum
A critical moment during practicumA critical moment during practicum
A critical moment during practicumnvall101
 
Digital Artifcat, Educ 430
Digital Artifcat, Educ 430Digital Artifcat, Educ 430
Digital Artifcat, Educ 430swilliams15
 
Supporting Diverse Students In School 110608
Supporting Diverse Students In School 110608Supporting Diverse Students In School 110608
Supporting Diverse Students In School 110608xeniameyer
 
Creating a Literate Environment
Creating a Literate EnvironmentCreating a Literate Environment
Creating a Literate Environmentamandargross
 
Cognitive Early Childhood
Cognitive Early ChildhoodCognitive Early Childhood
Cognitive Early ChildhoodNicole Gomez
 
2ND ASSIGNMENT WITH COVER
2ND ASSIGNMENT WITH COVER2ND ASSIGNMENT WITH COVER
2ND ASSIGNMENT WITH COVERPhil Sparrow
 
Dealing with learner reticence in thespeaking classXiuqi
Dealing with learner reticence in thespeaking classXiuqiDealing with learner reticence in thespeaking classXiuqi
Dealing with learner reticence in thespeaking classXiuqiLinaCovington707
 
Visual auditory kinaesthetic_learning_st
Visual auditory kinaesthetic_learning_stVisual auditory kinaesthetic_learning_st
Visual auditory kinaesthetic_learning_stVázquez Vilma
 
A test of the efficacy of field trip and discussion approaches to teaching in...
A test of the efficacy of field trip and discussion approaches to teaching in...A test of the efficacy of field trip and discussion approaches to teaching in...
A test of the efficacy of field trip and discussion approaches to teaching in...Alexander Decker
 
Differentiating Within An Inclusive Classroom
Differentiating Within An Inclusive ClassroomDifferentiating Within An Inclusive Classroom
Differentiating Within An Inclusive ClassroomDawn Henderson
 

Ähnlich wie Edlt116 group response assignment 1 part b (20)

Academic and Social Effects of Inclusion
Academic and Social Effects of InclusionAcademic and Social Effects of Inclusion
Academic and Social Effects of Inclusion
 
Creating texts
Creating textsCreating texts
Creating texts
 
365 385
365 385365 385
365 385
 
Assess The Role Of The Teachers In An Inclusive Classroom
Assess The Role Of The Teachers In An Inclusive ClassroomAssess The Role Of The Teachers In An Inclusive Classroom
Assess The Role Of The Teachers In An Inclusive Classroom
 
Creating a literate environment power point presentation
Creating a literate environment power point presentationCreating a literate environment power point presentation
Creating a literate environment power point presentation
 
Teachers' Questioning in Reading Lessons
Teachers' Questioning in Reading LessonsTeachers' Questioning in Reading Lessons
Teachers' Questioning in Reading Lessons
 
Literate environment analysis presentation riccardl
Literate environment analysis presentation riccardlLiterate environment analysis presentation riccardl
Literate environment analysis presentation riccardl
 
INTS 3330 Final Project
INTS 3330 Final ProjectINTS 3330 Final Project
INTS 3330 Final Project
 
A critical moment during practicum
A critical moment during practicumA critical moment during practicum
A critical moment during practicum
 
Digital Artifcat, Educ 430
Digital Artifcat, Educ 430Digital Artifcat, Educ 430
Digital Artifcat, Educ 430
 
Supporting Diverse Students In School 110608
Supporting Diverse Students In School 110608Supporting Diverse Students In School 110608
Supporting Diverse Students In School 110608
 
Creating a Literate Environment
Creating a Literate EnvironmentCreating a Literate Environment
Creating a Literate Environment
 
Cognitive Early Childhood
Cognitive Early ChildhoodCognitive Early Childhood
Cognitive Early Childhood
 
2ND ASSIGNMENT WITH COVER
2ND ASSIGNMENT WITH COVER2ND ASSIGNMENT WITH COVER
2ND ASSIGNMENT WITH COVER
 
Dealing with learner reticence in thespeaking classXiuqi
Dealing with learner reticence in thespeaking classXiuqiDealing with learner reticence in thespeaking classXiuqi
Dealing with learner reticence in thespeaking classXiuqi
 
Visual auditory kinaesthetic_learning_st
Visual auditory kinaesthetic_learning_stVisual auditory kinaesthetic_learning_st
Visual auditory kinaesthetic_learning_st
 
Essay On The Didactic Approach
Essay On The Didactic ApproachEssay On The Didactic Approach
Essay On The Didactic Approach
 
Multimedia thesis
Multimedia thesisMultimedia thesis
Multimedia thesis
 
A test of the efficacy of field trip and discussion approaches to teaching in...
A test of the efficacy of field trip and discussion approaches to teaching in...A test of the efficacy of field trip and discussion approaches to teaching in...
A test of the efficacy of field trip and discussion approaches to teaching in...
 
Differentiating Within An Inclusive Classroom
Differentiating Within An Inclusive ClassroomDifferentiating Within An Inclusive Classroom
Differentiating Within An Inclusive Classroom
 

Mehr von jpapps

Professional teaching standards
Professional teaching standardsProfessional teaching standards
Professional teaching standardsjpapps
 
Assignment 4
Assignment 4Assignment 4
Assignment 4jpapps
 
Assignment 3 final copy
Assignment 3 final copyAssignment 3 final copy
Assignment 3 final copyjpapps
 
Edss223 assignment 2
Edss223 assignment 2Edss223 assignment 2
Edss223 assignment 2jpapps
 
Edpe245 human physical performance 1 assignment 1
Edpe245 human physical performance 1 assignment 1Edpe245 human physical performance 1 assignment 1
Edpe245 human physical performance 1 assignment 1jpapps
 
Edpe245 assignment 2 case study
Edpe245 assignment 2 case studyEdpe245 assignment 2 case study
Edpe245 assignment 2 case studyjpapps
 
Edpe245 assignment 1 reading summary
Edpe245 assignment 1 reading summaryEdpe245 assignment 1 reading summary
Edpe245 assignment 1 reading summaryjpapps
 
Unit edpe243 movement and skill assignment 1 learning log
Unit edpe243 movement and skill assignment 1 learning logUnit edpe243 movement and skill assignment 1 learning log
Unit edpe243 movement and skill assignment 1 learning logjpapps
 
Unit edpe243 assignment 2 traditional approach session plan
Unit edpe243 assignment 2 traditional approach session planUnit edpe243 assignment 2 traditional approach session plan
Unit edpe243 assignment 2 traditional approach session planjpapps
 
Beginning coaching general principles certificate
Beginning coaching general principles certificateBeginning coaching general principles certificate
Beginning coaching general principles certificatejpapps
 
Edme145 assignment 2
Edme145 assignment 2Edme145 assignment 2
Edme145 assignment 2jpapps
 
Edlt115 reading summary assignment 2
Edlt115 reading summary assignment 2Edlt115 reading summary assignment 2
Edlt115 reading summary assignment 2jpapps
 
Edlt115 assignment 1 reading response task
Edlt115 assignment 1 reading response taskEdlt115 assignment 1 reading response task
Edlt115 assignment 1 reading response taskjpapps
 
Edlt116 learners and teaching assignment 2 e portfolio
Edlt116 learners and teaching assignment 2 e portfolioEdlt116 learners and teaching assignment 2 e portfolio
Edlt116 learners and teaching assignment 2 e portfoliojpapps
 
Engl001 assignment 1
Engl001 assignment 1Engl001 assignment 1
Engl001 assignment 1jpapps
 
Hsie units of work early stage 1
Hsie units of work early stage 1Hsie units of work early stage 1
Hsie units of work early stage 1jpapps
 
Assignment 1 edss223
Assignment 1 edss223Assignment 1 edss223
Assignment 1 edss223jpapps
 
Edpe245 assignment 2 case study
Edpe245 assignment 2 case studyEdpe245 assignment 2 case study
Edpe245 assignment 2 case studyjpapps
 
Edlt115 e portfolio 2011
Edlt115 e portfolio 2011Edlt115 e portfolio 2011
Edlt115 e portfolio 2011jpapps
 
Edlt115 e portfolio 2011 julie papps
Edlt115 e portfolio 2011 julie pappsEdlt115 e portfolio 2011 julie papps
Edlt115 e portfolio 2011 julie pappsjpapps
 

Mehr von jpapps (20)

Professional teaching standards
Professional teaching standardsProfessional teaching standards
Professional teaching standards
 
Assignment 4
Assignment 4Assignment 4
Assignment 4
 
Assignment 3 final copy
Assignment 3 final copyAssignment 3 final copy
Assignment 3 final copy
 
Edss223 assignment 2
Edss223 assignment 2Edss223 assignment 2
Edss223 assignment 2
 
Edpe245 human physical performance 1 assignment 1
Edpe245 human physical performance 1 assignment 1Edpe245 human physical performance 1 assignment 1
Edpe245 human physical performance 1 assignment 1
 
Edpe245 assignment 2 case study
Edpe245 assignment 2 case studyEdpe245 assignment 2 case study
Edpe245 assignment 2 case study
 
Edpe245 assignment 1 reading summary
Edpe245 assignment 1 reading summaryEdpe245 assignment 1 reading summary
Edpe245 assignment 1 reading summary
 
Unit edpe243 movement and skill assignment 1 learning log
Unit edpe243 movement and skill assignment 1 learning logUnit edpe243 movement and skill assignment 1 learning log
Unit edpe243 movement and skill assignment 1 learning log
 
Unit edpe243 assignment 2 traditional approach session plan
Unit edpe243 assignment 2 traditional approach session planUnit edpe243 assignment 2 traditional approach session plan
Unit edpe243 assignment 2 traditional approach session plan
 
Beginning coaching general principles certificate
Beginning coaching general principles certificateBeginning coaching general principles certificate
Beginning coaching general principles certificate
 
Edme145 assignment 2
Edme145 assignment 2Edme145 assignment 2
Edme145 assignment 2
 
Edlt115 reading summary assignment 2
Edlt115 reading summary assignment 2Edlt115 reading summary assignment 2
Edlt115 reading summary assignment 2
 
Edlt115 assignment 1 reading response task
Edlt115 assignment 1 reading response taskEdlt115 assignment 1 reading response task
Edlt115 assignment 1 reading response task
 
Edlt116 learners and teaching assignment 2 e portfolio
Edlt116 learners and teaching assignment 2 e portfolioEdlt116 learners and teaching assignment 2 e portfolio
Edlt116 learners and teaching assignment 2 e portfolio
 
Engl001 assignment 1
Engl001 assignment 1Engl001 assignment 1
Engl001 assignment 1
 
Hsie units of work early stage 1
Hsie units of work early stage 1Hsie units of work early stage 1
Hsie units of work early stage 1
 
Assignment 1 edss223
Assignment 1 edss223Assignment 1 edss223
Assignment 1 edss223
 
Edpe245 assignment 2 case study
Edpe245 assignment 2 case studyEdpe245 assignment 2 case study
Edpe245 assignment 2 case study
 
Edlt115 e portfolio 2011
Edlt115 e portfolio 2011Edlt115 e portfolio 2011
Edlt115 e portfolio 2011
 
Edlt115 e portfolio 2011 julie papps
Edlt115 e portfolio 2011 julie pappsEdlt115 e portfolio 2011 julie papps
Edlt115 e portfolio 2011 julie papps
 

Kürzlich hochgeladen

Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphNetziValdelomar1
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxDr. Santhosh Kumar. N
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.EnglishCEIPdeSigeiro
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfMohonDas
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxKatherine Villaluna
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 

Kürzlich hochgeladen (20)

Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a Paragraph
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptx
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdf
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 

Edlt116 group response assignment 1 part b

  • 1. Unit EDLT116 Learners and Teaching Yvonne Masters Assignment 1 – Group Reading Response Task Semester 2, 2010 Due Date: Monday 25th October 2010, 5pm Assignment completed by: Julie Papps Georgia Peard Sharon Phillips Yolande Phillips Donelle Phipps Adelle Pilon Krystal Pomplun 1
  • 2. Module 3 Q1. How can the use of discussions help you to teach in ways that are consistent with Piaget’s Theory of cognitive development? Piaget believed that an important aspect of children’s cognitive development was their internal mental structures and that these structures were modified through experience and interactions within their world (Vialle et al: 2005: p26). Piaget accepted that the most effective method of helping students to develop their ideas was through interaction with their peers. These interactions prompt a change in the student’s existing thoughts through the processes of accommodation and assimilation. Discussion and Cooperative learning can also allow students to see that differences in their backgrounds, abilities and experiences can be accommodated in activities and this can enhance achievement and motivation. (American Psychological Association, 1997, cited in Killen: p216). Piaget's constructivism is based on his view of the psychological development of children. He believed to understand is to discover, or reconstruct by rediscovery, and such conditions would create individuals who are capable of production and not merely repetition. Piaget believed that children go through stages in which they accept ideas that they may later discard as being wrong. His theory then is based on the idea that understanding is built up step by step through active participation and involvement, an example of this is classroom discussion. (Thanasoulas: Online 2010) Classroom discussion encourages students to learn from each other in ways that extend beyond the social and academic. Students who participate in discussion in their classroom will learn to express their ideas and listen to their classmates’ ideas as well. This participation will enrich their learning experiences through the exchange. Discussions are consistent with Piaget’s theory because they provide a bridge between 2
  • 3. direct instruction and student-centered instruction (Killen 2009:p149), which is an approach based on Piaget’s theory that children are active constructors of meaning (Vialle et al: 2005: p25). Discussions serve as an avenue for students to express criticism without being offensive and assist students to accept criticism without being offended (National University of Singapore: Online 2004). When students are able to discuss their lessons with their peers they can understand and apply what they have learned. We, as students, participate in online discussion through our university course and this enables us and gives us the chance to participate in a ‘less threatening’ environment where we take an active role in our learning. Discussion in the classroom can also provide feedback to the teacher, as the teacher can gauge whether the students have understood the lesson, how the students have done so and make corrections as necessary (National University of Singapore: Online 2004). Gardner’s multiple intelligences theory states that some students need to be able to talk about their learning, for it is through talk that we make sense of what we are doing. This is known as Linguistic Intelligence, and is described as being the ability to think in words and/or use words to understand and express complex meanings (Groundwater- Smith et al. 2003). Classroom discussion of what has been learned allows the teacher to work with students to make their education more enjoyable and students will feel that they are contributing. (National University of Singapore: Online 2004). Improved teaching in the classroom will occur when discussion that is consistent with Piaget’s Theory of Cognitive Development is implemented. 3
  • 4. REFERENCE LIST CDTL Brief, National University of Singapore, ‘Class Discussions – Its Benefits’, February 2004, Vol 7 No 2. Retrieved online on 11October, 2010 from http://www.cdtl.nus.edu.sg/brief/v7n2/sec3.asp Groundwater-Smith, S., Ewing, R., & LeCornu, R, ‘Understanding Learning Diversity’, in Teaching: Challenges and Dilemmas, 2nd Edition, Southbank Vic, Thompson Learning, 2003. Chap 3, pp53-73 Killen, Roy., ‘Effective Teaching Strategies’, 5th Edition 2009, Cengage Learning Australia, South Melbourne Vic. pp 149, 216 Thanasoulas, D., Teaching Learning, ‘Constructivist Learning’ , Retrieved online 10 October, 2010 from http://www.seasite.niu.edu/Tagalog/Teachers_Page/Language_Learning_Articles/constr uctivist_learning.htm Vialle, W., Lysaght, P., & Verenikina, I., ‘Psychology for Educators’, 2005. Social Science Press South Melbourne Vic. pp 25-26 4
  • 5. Module 4 Q: In what ways might you experience diversity in a classroom? What strategies might you use to help provide equal learning outcomes for all? Students and teachers bring unique personalities, backgrounds and experiences to the classroom to create a very diverse learning environment (Groundwater-Smith, S., Le Cornu, R. & Ewing, R. 2003: 54). The different types of diversity that may be experienced in the classroom include ethnicity, culture, language, gender, ability, poverty and special needs. Diversity of learners in any particular classroom is a teacher’s most important consideration and greatest challenge. Aboriginals, Torres Straight Islanders, migrants and non-English speaking students face several learning barriers. These include: inability to understand rules of society, not knowing acceptable behaviour, loss of close family ties, difficulty making cross-cultural friends and failure to communicate emotional needs (McInerney & McInerney 2006: 352). Simpson and Clancy (2001:3) suggest for learners to become proficient in school literacy they must first understand the classroom discourse. There are many strategies teachers can implement including developing curricula and structures that give access to western knowledge while preserving the individuals’ culture, values and traditions (McInerney & McInerney, 2006: 361); creating school handouts in several languages and providing English language classes for parents and students. Gender can often impact the way teachers react to students, as well as influence the students’ views and expectations of themselves. Teachers should avoid stereotyping philosophies like ‘boys will be boys’, as this allows boys behavioural flexibility. There are also generalisations that girls are better readers and boys better at maths, which can 5
  • 6. lead to differing expectations (Groundwater-Smith, S., Le Cornu, r. & Ewing, R 2003:63). It is important that teachers treat students according to their individual needs and talents; not gender (Groundwater-Smith, S., Le Cornu, R. & Ewing, R 2003:63). Students may be socio-economically disadvantaged and teachers must remember that poverty is in no way a deficit; merely that they may not have the same level of resources or exposure to educational experiences as more affluent students (Groundwater-Smith, S., Le Cornu, R. & Ewing, R 2003:63). Providing emotional support, a welcoming safe environment, as well as aware programming, will minimise further difficulty. Finally, there are special needs students, including the gifted and at-risk. The gifted often become under-achievers to fit in with others (Groundwater-Smith, S., Le Cornu, R. & Ewing, R 2003:65). This can be overcome by altering the curriculum to maintain motivation without counter-productive segregation. Children with disabilities are often taught via the ‘medical’ mode (Cooper & Henderson 1995), which, focuses on improving deficits; while the preferred approach ‘Inclusive Schooling’, focuses on students strengths (Groundwater-Smith, S., Le Cornu, R. & Ewing, R 2003:65). At-risk students must be treated with compassion and humanity and can also be assisted with qualified help such as therapists or councillors. In summary, teachers should be focussed on developing life chances as well as passing on information and skills to students (McInerney, D & McInerney, V 2006: 363). For learning to be successful, teachers need to be responsive to the educational and social needs of all students (Groundwater-Smith, S., Le Cornu, R. & Ewing, R 2003:65). Teachers must plan for diversity and approach students without judgement but with a desire to teach to the individual needs of students in order to give them the skills required to be successful. 6
  • 7. REFERENCE LIST Groundwater-Smith, S., Le Cornu, R. & Ewing, R. 2003 ‘Understanding Learner Diversity’, in Teaching: Challenges and Dilemmas, eds S. Groundwater-Smith, R.Ewing & R. Le Cornu. 2nd ed. Southbank, VIC, Thomson Learning, chapter 3, pp.53-73 McInerney, D. M. & McInerney, V. 2006 ‘Managing Effective Learning’, in Educational Psychology: Constructing Learning, eds D. McInerney & V. McInerney. 4th ed. French Forest, NSW. Pearson Education, pp. 350–357, 360– 365, 368-369 Simpson, L. & Clancy, S. 2001, ‘Developing Classroom Discourse with Young Aboriginal Literacy Learners’, Australian Journal of Teacher Education, vol. 26, no. 1, pp. 1-10. Retrieved 25 September 2010 from Australian Journal of Teacher Education 7