Models of Teaching Week 5 – Part 2

Applying a theory to teaching Maslow’s Hierarchy of Needs Wrap-up Agenda A little bit of history Metacognition Bloom’s Taxonomy Applying a theory to teaching Maslow’s Hierarchy of Needs Wrap-up

Recent Curriculum Themes Teacher centered and/or System approach Curriculum reflecting the space race: Math and science integral parts of syllabus 1970’s Individuality of the learner Free spirit Equality 1980’s Catering for local school populations Unique needs of those in a particular area Drive for independence about decisions B. Dervin “user perspective” 1990’s National standards Influence of SCAN – Five Competencies 1. Management of resources 2. Interpersonal skills 3. Information Use 4. Understanding systems 5. Technology competency

Curriculum Today or as the pendulum swings Unique users Accountability Reflection on learning Information age Nationwide curricula Standards Flexible delivery Situated Learning

What the research does say Students come with preconceptions about how the world works. If teachers don’t build on this understanding, students fail to grasp concept Students must have a deep understanding and comprehension of the facts before they can reorganize it Learners need a metacognitive approach to learning Learning happens in social interactions

Metacognition Knowledge of cognitive activity or processes Self-reflection Learning, memory, and problem-solving Emphasis on learning and learner For problem solving: Identifying and defining problems Mentally representing problems Planning how to proceed Evaluating your performance

Developing Metacognitive Behavior Identifying the known and unknown Initial statement Revise during the thinking process Encourage thinking about thinking and learning Keeping a thinking journal Awareness of ambiguity and inconsistency Dealing with difficulty Planning and self-regulation Estimating time Organizing materials Scheduling Procedures Debriefing the Thinking Process Review thinking activity – processes and feelings Classify related strategies Identify most useful activities Self-Evaluation Individual conferences Checklists

Bloom’s Taxonomy (Cognitive) Knowledge Comprehension Application Analysis Synthesis Evaluation

Knowledge Recall data or information. Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.

Comprehension Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Examples: Rewrites the principles of test writing. Explain in one’s own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

Application Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. Examples: Use a manual to calculate an employee’s vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

Analysis Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

Synthesis Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

Evaluation Make judgments about the value of ideas or materials. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

Kolb’s Model Applied Concrete experience: where learning from feelings or reactions influence your learning. What would happen if I did this? Field work Reflective observation: where learning from watching and listening influence your learning. Use of logs, journals, brainstorming Active conceptualization: where learning from thinking or analyzing problems in a systematic method influence your learning. Lectures, papers Active Experimentation: where learning by doing or results driven influence your learning. Homework, case studies, simulations

Maslow’s Hierarchy of Needs

Wrap-Up Remember, a good teacher varies techniques and strategies Learner control and ownership of the learning is critical For assignments – use theories from lecture, readings or previous experience. Can be a combination. Point is to ground yourself in effective learning and teaching