LESSON 3: LEARNING PROCESS: PRINCIPLES OF TEACHING AND LEARNING

ANDRAGOGY

The art and science of helping adults learn

PLANNING

Setting goals for teaching, from the scale of an entire semester (syllabus) to a single class (lesson plan).

REVISION

Revising your pedagogy will help your students learn... and keep you interested. If you keep your focus on student learning, you will find a richer meaning to the typical lecture/discussion/test/grade process.

ASSESSMENT

Actively and regularly assess what your students have learned.

IMPLEMENTATION

A teacher must implement these plans, and try new ideas. This can help improve teaching skills.

Teaching as involving more of the learner than a teacher

Teachers should not be spoon-feeding students in such a way that the students become dependent and reliant on the teacher.

Teaching as a system of actions and interactions

The classroom is the stage of development for all people. It is where learning begins, and where the mind is cultivated.

Socratic method

Teaching method?

Teaching as an adjustive act

Requires teachers to make most out of given situation. A dominant role may be assumed, and other times, there is minimal interference on his student's learning or possibly no interference at all.

Fred Stocking

Described this adjustive act of the teacher

Mario Fantine

Made different suggestion as to what the adjustive role of the teacher is.

Free

Learner-directed and controlled. Learner has complete freedom over his own education. (MARIO FANTINE’S ALTERNATIVES)

Free-Open

Opening of school and its resources for the community, with a noncompetitive environment and an education system viewed as social system than the course of studies. (MARIO FANTINE’S ALTERNATIVES)

Free-Open

More learner-centered. (MARIO FANTINE’S ALTERNATIVES)

Open

Learner has the freedom to choose from a variety of content areas given approval by the teacher, parent, and student. Resource centers for skill areas made available to the learner. 

Open-Modified

Teacher-student planning or teacher-centered planning

Modified-Standard

Competitive environment, with school as the major instructional setting.

Modified-Standard

Subject-matter centered.

Standard

Learner adheres to institution requirements as prescribed: what is to be taught, how, when, where, and with whom. Teacher is instructor and the evaluator.

Standard

Passing and failing based on normative standards of education. Teaching as providing the 

Teaching as providing the learner with basic tools of learning

Young people can learn most readily about things that are tangible and directly accessible to their senses—visual, auditory, tactile, and kinesthetic.

Teaching as inherently a humane activity

The teacher helps people to gain values and attitudes they need to be responsible citizens, to earn a living, and lead a useful, rewarding life. Also it provides the means of passing knowledge on to the next generation.

Teaching as structuring the learning environment

The teacher must synthesize specific elements like purposes/objectives, subject content, and also provide instructional materials such as visual aids and other learning facilities.

Teaching as structuring the learning environment

The learning environment should be prepared and set-up so learning can occur.

Good and Brophy

described It as a dimension of effective teaching, and a process through which an effective classroom environment is created.

Campbell

it focuses on student behavior, especially discipline problems, and deals with issues of low learning motivation and poor self-esteem

Sanford

it refers broadly to all activities that teachers carry out in the classroom. It aims to promote student involvement and cooperation.

McCaslin and Good

It emphasizes the education value of promoting the growth of students. Its focus is also on proactive and developmental classroom practices rather than those with negative features of control and punishment.

Teaching as an inquiry process

In this regard, teaching is a process of questioning some of the student's ideas so that he can learn to think and answer challenges for himself.

Teaching as an inquiry process

Through effective teachers' questioning, the student can improve their intellectual potency

Socrates

______ recognized the importance of developing the learner's intellect by subjecting him to a series of thoughtprovoking questions.

ASK

It begins with the desire to discover. Meaningful questions are inspired by genuine curiosity about real-world experiences

INVESTIGATE

At this stage, the learner begins to gather information: researching resources, studying, crafting an experiment, observing, or interviewing, to name a few.

CREATE

The learner begins to make connections from the information gathered in the investigation stage.

CREATE

The ability at this stage to synthesize meaning is the creative spark that forms all new knowledge.

DISCUSS

At this point learners share their new ideas with others. The learner begins to ask others about their own experiences and investigations.

REFLECT

It is taking the time to look back at the question.

1. Curriculum-planning phase

2. Instructing Phase

3. Evaluating Phase

PHASES IN TEACHING AS AN ACTIVITY

CURRICULUM-PLANNING PHASE

Helping to formulate the goals of education: selecting content and stating objectives.

INSTRUCTING PHASE

Creating intentions regarding instructional strategies and tactics.

EVALUATING PHASE

Evaluating the appropriateness of objectives of instruction, and the validity and reliability of the devices used to measure learning

Teaching as a science

Primarily directed to inform the head

Teaching as a science

Makes teaching more skillfully executed

Teaching as a science

Emphasized the cognitive and the psychomotor aspects of learning or simply the subject matter that must be put across into the learners' level of awareness

Teaching as an art

Presupposes the need for the learners to appreciate and improve on whatever knowledge he has gained and skills he has acquired.

Teaching as an art

more suited to satisfy the soul

Teaching as an art

makes teaching more adaptive and flexible to meet the highly carried and complex needs of the learners

NERBOVIG AND KLAUSMEIER

"Teaching draws its basic principles and procedures from many sources, but chiefly from psychology, sociology, philosophy, and of course, pedagogy and educational history.”

man; guide

Andragogy – andras (____) + ago (___)

child; ago

Pedagogy – paidi (____) + ago (____)

pedagogy

It is a child-focused teaching approach

andragogy

It is an adult-focused teaching approach

MALCOLM KNOWLES

He has been a pioneer in the field of adult learning and is a strong proponent of the position that adults do not learn like children.

WILLIAM BURTON

Singled out psychology as the most significant discipline from which the essence of teaching is derived. •

WILLIAM BURTON

He defined teaching as "stimulation, guidance, direction, or encouragement of learning."

GAGNE

Suggested that "Teachers need to know how children learn, and how they depend on motivation, readiness, and reinforcement.

GAGNE

They similarly need to know how to teach-how to motivate pupils, assess their readiness, act on the assessment, present the subject, maintain discipline, and shape a cognitive structure".

Verbal Information

CATEGORY OF PERFORMANCE: _______
DESCRIPTION: Declarative knowledge like laws, stored as distributed representations.

Intellectual skills

CATEGORY OF PERFORMANCE: _______
DESCRIPTION: Procedural knowledge like dividing integers, stored as linked procedural steps arranged in hierarchies where higher skills include lower ones

Cognitive Strategies

CATEGORY OF PERFORMANCE: _______
DESCRIPTION: Skills that influence the selection and activation of other production systems, usually simple like “break a problem into parts,” retrieved by external or internal cueing.

Motor skills

CATEGORY OF PERFORMANCE: _______
DESCRIPTION: Skills like inserting contact lens, manifesting with smooth and error-less performance.

Attitudes

CATEGORY OF PERFORMANCE: _______
DESCRIPTION: Acquired mental states that in certain situations influence one’s actions.

Verbal Information

CATEGORY OF PERFORMANCE: _______
HOW TO ENHANCE LEARNING?: New material should be related to previously learned information, but also distinctive though visual representation

Intellectual skills

CATEGORY OF PERFORMANCE: _______
HOW TO ENHANCE LEARNING?: The subordinate involved skills must be learned first or be already present (prior knowledge).

Cognitive Strategies

CATEGORY OF PERFORMANCE: _______
HOW TO ENHANCE LEARNING?: Little use of prior learning, but a lot use of practicing with different examples

Motor skills

CATEGORY OF PERFORMANCE: _______
HOW TO ENHANCE LEARNING?: Prior learning and practice enhances learning of motor skills.

Attitudes

CATEGORY OF PERFORMANCE: _______
HOW TO ENHANCE LEARNING?: Requires a human model to learn from.

• stimulus recognition 

• response generation 

• procedure following 

• use of terminology 

• discriminations 

• concept formation 

• rule application 

• problem solving

Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity:

1. Gaining attention

2. Informing the learner of the objective 

3. Stimulating recall of prior knowledge

4. Presenting information

5. Providing guidance

6. Eliciting performance

7. Providing feedback

8. Assessing performance

9. Enhancing retention & transfer

Nine events of instruction which should be the starting point for every type of learning and every instructional design:

SOCIOLOGICAL PERSPECTIVE

Teaching is defined as the transmission of knowledge for the maintenance of social order. It is the process by which an individual learns to conform to the norms of his social group

PHILOSOPHY

Teaching derives its goals and priorities: on pedagogy, its methodology and procedures; and on educational history, its beginning, present courses of action, and directions.