1. Exploring the Nature of Teaching and Learning
Chapter Four
Exploring the Nature of Teaching and Learning
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2. Language of Teaching
Pedagogy: Art and science of teaching –your personal teaching philosophy
Beliefs, knowledge, orientation
Subtext that informs your teaching
Instruction: The act of teaching
Learning theory: How learning happens and conditions that favor its occurrence
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3. Characteristics of Behaviorism
Learning is a response to reinforcements (“stimuli”) from outer environment
All behavior is learned in steps
Operant conditioning: Behavior learned because of its consequences (reward or punishment)
A.k.a. “shaping” or “behavior modification”
Theorist: B.F. Skinner
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4. Behaviorism in the Classroom- what it looks like
Teacher strictly controls environment
Focus on observable behaviors
Lesson based on clear objectives
Reinforce each step toward goal
Favor positive reinforcements (rewards)
Criticisms:
Students less engaged
Too much bribery, too much control
Students learn facts, not concepts
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5. Bloom’s Taxonomy Six major classes of learning behaviors (1956)
Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation
Revised….1990s
Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating
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6. Cognitive Learning Theory
Focus on thought processes that accompany learning
Learning via student’s creation of knowledge
Stages of cognitive development (Jean Piaget): Intellectual growth occurs in stages marked by different thinking abilities- ALL ages are approximate
Sensorimotor stage (18 months-2 yrs. old): Learning via sensory impressions, movement
Preoperational stage (2-7 yrs. old): Learn words, symbols
Concrete operational stage (7-11 yrs. old): Generalize concepts from concrete experiences
Formal operational stage (11+ yrs. old): Think in abstractions
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7. Cognitive Learning in the Classroom
Piaget: Match type of learning to stage of cognitive development
Jerome Bruner: Let students discover ideas on their own (“discovery learning”)
Criticisms:
Children can be in several stages at once
Stages cannot easily be linked to certain ages
Didn’t account for learner’s social contexts
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8. Social Cognitive Theory
Learning is interaction between learner’s mental processes & social environment
Context influences the ideas we develop
Theorist: Lev Vygotsky
Social cognitive learning in the classroom:
Teacher models behavior, students observe
Students solve problems in groups
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9. Constructivism Several related theories:
Real learning = making information your own
Knowledge is built by learners through real-world experience
New ideas integrated with prior knowledge
Learning occurs incrementally and via leaps
We understand life using personal mental schemes (framework for ideas)
Theorists: John Dewey, Carl Rogers
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10. Mental Schemes & Learning
A learner tries to fit new info into existing mental scheme
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11. Constructivism in the Classroom
Based on students’ existing ideas, knowledge, skills, attitudes (foundation)
Lesson builds on foundation, then challenges it to make students rethink their schemes
To correct wrong ideas, present contradictory information so student must wrestle with the concept and come to understand the accurate idea
Students need multiple opportunities to learn concepts
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12. See It for Yourself
Watch the TeachSource Video Case, “Constructivist Teaching in Action: A High School Classroom Debate”
How are the students taking charge of their own learning?
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13. Curriculum A course of study describing what to teach, and how…
Typically organized by content area for each grade level
Official plan = Formal curriculum
Established by state
Informal curriculum: Spontaneous learning experiences that link academic concept to students’ daily lives
Hidden curriculum: Consists of the social rules and values schools and teachers transmit to students
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14. Standards & Curricula How are most curricula developed?
Many states build on national content area standards
School (or district) curricula based on state curricula
NCLB has reduced local control, innovation
Pressure to adopt uniform state curricula “that work”
Teachers rush to “cover the curriculum”
If it’s not on the test, it may not be taught
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15. A Window and Mirror Ideally, curriculum is both a:
Window into new ideas, worlds
Mirror of students’ realities
Interests, concerns, beliefs
Talents and challenges
Family and social networks
Activities (hobbies, jobs, household duties)
A curriculum that’s relevant will seem meaningful and motivate learning
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16. Authentic Assessment
Student performs meaningful real-world task to show understanding
A.k.a. “performance assessment”
Common evaluative tools used with this approach: Checklists, rubrics
Rubric: Scoring guide including criteria for judging quality of student work & rating scale
Free online rubric tool
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17. Rubric for Assessing a Class Debate
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18. Assessment in Action
Watch the TeachSource Video Case, “Performance Assessment: Student Presentations in a High School English Class”
How did the teacher include the students in deciding how to assess this activity?
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19. Traditional Assessment
Multiple-choice tests usually measure student recall, not understanding
Criticisms of NCLB standardized tests:
At best, offers partial snapshot of what students know
At worst, provides unreliable data because of mismatch with local curricula (test given before material is taught for example)
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20. Tips for New Teachers
To incorporate what you’ve learned about teaching into your approach:
Be comfortable with yourself
Let students express their ideas often
Ask where their ideas come from
Connect subject to their lives
Learn material for yourself (prepare!)
Let students explore material on their own
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21. Conclusion
Don’t feel tied to one educational philosophy, theory, or teaching method
Use multiple approaches, adapt your approach and pedagogy to the needs of the students.
Big question: Who are my students and how can I best teach them?
Understand their lives & existing prior knowledge
Ask them what they know!
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