1. Good evening… As you arrive… Please sit ‘evenly’ at tables
Discuss with a partner the following:
What are the main differences between a behaviourist and humanist approach to teaching and learning?
Which is most suitable for your own subject specialism?
Why?
08/12/2011
CGAP Direct TOT Session 5

2. To get the party spirit going we are going to play a game

3. teams of equal numbers
Each team has one envelope First person takes one of the cards out of the envelope and without saying the word on the paper describes the famous person. Once answered the envelope can pass to the next person, who takes another paper and describes to the next person in the line and so on. First team to empty envelope WINS !!!!

4. Learning outcomes Identify the key characteristics of Cognitivism
Identify the key characteristics of Constructivism
Apply what you have learnt so far about Behaviourism, Humanism and Cognitivism/Constructivism to your own teaching practice

5. Cognitivism
Cognitivism places the focus on mental processes such as thinking, memory, knowing, and problem-solving. These are, of course, unobservable processes, which is why Cognitivists describe it as opening the “black box” of the human mind. Cognitivists place focus on how we gain and organise knowledge (cognise)

6. Key points knowledge is a process rather than a product
learning is a cognitive process which involves the learner in:
acquiring new information,
transforming the learning with regard to existing knowledge and then,
checking the knowledge against a new situation
a curriculum as it develops should revisit basic ideas repeatedly, building upon them until the student has grasped the full concept – the Spiral Curriculum
knowledge is a process rather than a product

7. Key points cont.
education should train one’s powers of ‘reflective thinking’ and ‘the teachers influence is paramount’
the key to effective learning is the students relating their new learning to existing cognitive structures
prior experience with related problems is necessary for a learner to deal successfully with new and novel situations
Cognitivists argue that our mind actively processes information and converts it into new forms and categories

8. How do we do this in the classroom?
Let learners discover things for themselves.
In discussions let learners lead them
Point out the structure of the topic - Stress relationships
Point out what learners already know and what they need to know (advance organisers)
If your learners want to find out answers to something personal USE IT- if you can relate it personally your are more likely to explore it and remember it.
All of these are related to the importance of the structure of the subject – so you are attempting to promote learning through insight of the cognitive structures of the subject and the concepts embodied in it. Cognitivists argue that: Students learn best when they gain insight to and understand the underlying structure of the knowledge. They need to be active in seeking new information and need to be active in the teaching methods. They learn best when they discover concepts for themselves.

9. So what was the point of the game?
In groups discuss and present

10. Group activity 2
jigsaw paragraph – you can only read your card and must listen to the others to construct a compete paragraph.
What is this about?
Using prior knowledge in our brains. IF given the narrative we don’t use all this knowledge of grammar, construction , listening etc. to make the whole.

11. Group activity 3
Put the right answers in the boxes

12. A Constructivist approach….
Teachers make assumptions about what students know at the start
Teachers should start by finding out what ideas students currently have to see if they need to construct new ones
Learners may share learning experiences but will each construct their own meaning
This is continuous – we are always constructing new meanings and understanding

13. Applied to learning…………..
The purpose is to allow individuals to construct their own meaning, not just memorise “right answers”
The curriculum should therefore be customised to the students’ prior knowledge
Teachers should focus on fostering new understanding, encouraging learners to analyse, interpret, and predict information
This should be an active process and students should take responsibility for it

14. Compare with original ideas
Organiser
Entry Behaviour
Compare with original ideas
Restructuring
Applying
Review

15. Consider the constructivist model
Do you agree that learners should be given the opportunity to construct their own meaning rather than just memorising “correct answers”
If you think they should then use the model above to say how you will encourage this in your practice i.e. give examples of how you will develop this behaviour AND think about how you already do this

16. Some thoughts from Vygotsky…
What do you think?
Teach knowledge OR skills? Learners can get up-to-date knowledge from the internet or books
Learners should work at a level above their present capacity
Children engage more in play than academic instruction. Is it the same for young people?

17. Bringing it all together
Read the outcomes for the assignment
Complete the final task
Relate to the assignment

18. Have a great Christmas!