1. ATESEA Teachers’ Academy 2011 Workshops on Methods of Teaching and Learning Assessment by Hope S. Antone, CCA-FMU

2. Learning from Some Experts A Wider View of Intelligence “An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings.” Howard Gardner, Frames of Mind 1983

3. Nine Intelligences by Howard Gardner Practitioners of General Education have applied these Multiple Intelligences

4. Learning from Some Experts on “Learning Styles”  Learning style - is the more or less consistent way in which a person perceives, conceptualizes, organizes and recalls information.  Learning styles are influenced by one’s genetic make-up, previous learning experiences, culture, and the society one lives in.

5. Importance of Knowing Learning Styles Students learn better and more quickly if teaching methods match their preferred learning styles. With improved learning, students’ self-esteem also improves. Students who have become bored with learning may become interested once again. Student-teacher relationship may also improve.

6. Four Modalities – Learning Styles (a)Visual / Seeing look at the teacher's face intently like looking at wall displays, books, etc. often recognize words by sight use lists to organize their thoughts recall information by remembering how it was set out on a page

7. Four Modalities – Learning Styles (b) Auditory / Hearing like the teacher to provide verbal instructions like dialogues, discussions and plays solve problems by talking about them use rhythm and sound as memory aids

8. Four Modalities – Learning Styles (c) Kinesthetic / Moving learn best when they are involved or active find it difficult to sit still for long periods use movement as a memory aid

9. Four Modalities – Learning Styles (d) Tactile / Touching use writing and drawing as memory aids learn well in hands-on activities like projects and demonstrations Source: Bandler, R. and Grinder, J. in the Field of Neuro- Linguistic Programming

10. Learning Styles – 4 MAT  innovative learners: why  analytic learners: what?  common sense learners: how?  dynamic learner: what if? Source: Bernice McCarthy (1980)

11. Learning Styles Type One Imaginative/Innovative Learning – Feeling and watching, seeking personal associations, meaning, involvement. Making connections. Key question: Why? Type Two Analytic Learning – Listening to and thinking about information; seeking facts, thinking through ideas; learning what the experts think. Formulating ideas. Key question: What? Type Three Common Sense Learning – Thinking and doing. Experimenting, building, creating usability. Tinkering. Applying ideas. Key question: How? Type Four Dynamic Learning – Doing and feeling. Seeking hidden possibilities, exploring, learning by trial and error, self-discovery. Creating original adaptations. Key question: What if?

12. Innovative Learners look for personal meaning while learning draw on their values while learning enjoy social interaction are cooperative want to make the world a better place Use cooperative learning activities and activities in which students must make value judgments Ask students to discuss their opinions and beliefs

13. Analytic learners want to develop intellectually while learning draw on facts while learning are patient and reflective want to know " important things" and to add to the world's knowledge Teach students the facts

14. Common sense learners want to find solutions value things if they are useful are kinesthetic are practical and straightforward... want to make things happen Use problem- solving activities

15. Dynamic learners look for hidden possibilities judge things by gut reactions synthesize information from different sources are enthusiastic and adventurous Ask students about their feelings Use a variety of challenging activities

16. Implications on Lesson Planning Who decide on what gets into the curriculum of our seminaries/Bible Schools? Do students have an input on the curriculum? Should the lesson plan (esp. objectives) be teacher- based or student-based? Examples: (a) To present a survey of OT biblical theology. (b) That the students will be able to appreciate key theological themes through the books of the OT.

17. Implications on Lesson Planning How to make our lesson plans contextually relevant? As Asian, as Myanmar, Filipino, Thai, Indonesian, Malaysian… Do our contents and methods address the different learning styles? The cognitive, affective, behavioral aspects of learning? Do they promote critical thinking? How can our teaching/learning be more interdisciplinary?

18. 4MAT & Assessment 4MAT offers teachers and trainers a guide for assessing learner growth through the course of a lesson.

19. Classroom Assessment Techniques Background Knowledge Probe One Minute Paper Muddiest Point One-Sentence Summary Complete the sentence: “Used to think that… but now I think…” Identification with an object: Before a class or experience: “Think, write, draw an object that you can identify with the most at this moment.” After the class or experience: “Share what has become of that object…”

20. Classroom Assessment Techniques to measure comprehension: e.g. What did you learn about Feminist Theology? to measure analysis: e.g. Compare (contrast) Asian FT with other FTs… to measure application: e.g. Apply the Asian FT spiral work in your own context… Or, describe or draw one real-world application of what you just learned… Or, paraphrase (translate) the most important learning you had today – in lay language for a particular group of people. to measure change: e.g. Share something you are interested in doing to promote Asian feminist theologizing. Or… Share your difficulty in doing AFT.

21. What to do with the CAT Feedback Review responses and note useful comments. During the next class periods emphasize the issues illuminated by students' comments. Quickly read through the applications and categorize them according to their quality. Pick out a broad range of examples and present them to the class. Tally students’ answers/feedback/suggestions; use good ones as prompts for discussion; revise exam questions for the next exam…

22. Assessment through Tests and Exams that encourage more than guess work take-home exam group exam open book exam encourage student-generated exams – let students write questions that they feel could be asked in an exam

23. Models of Teaching – Four Families  Information Processing Family  Personal (Development) Family  Social (Interaction) Family  Behavioral Systems Family Source: Bruce Joyce, Marsha Weils & E Calhoun (Models of Teaching 2003). With added examples of activities from Theological Education.

24. Information Processing Family Focus: intellectual or cognitive development, i.e. sharpening of mental processing skills. Inquiry Training/Inductive Thinking – focus on concept formation, interpretation of data, and formation of principles and theories Concept Attainment – focus on categorizing, concept formation, and concept attainment Activities: lecture, word study, debate, research

25. Personal Family Focus: development of self-concept and self- esteem; positive self-direction and independence; creativity and curiosity; development of affect and emotions. Facilitative teaching – student-centered; non- directive teaching Facilitative teaching Increasing Personal Awareness – concepts of self and fulfillment of individual potential Activities: journal writing, creative expressions, individual reflections

26. Social (Interaction) Family Focus: developing of concepts and skills needed to work in groups. Cooperative learning has demonstrated an ability to impact standard achievement measures as well as group interaction. Partnership in learning; cooperative learning – focus on working in groups Activities: group discussion, group projects, role play (development of social behavior and values)

27. Behavioral Systems Family Focus: observable skills and behaviors. Direct instruction – highly structured, teacher- directed; maximization of student learning time Non-direct instruction – letting students think of ways to apply something to real life situations… Activities: simulation; problem-solving; role play – e.g. suggesting an ending of a story/event

28. Source: http://www.timeanalyzer.com/lib/4mat.htm