1. Models of Teaching
Week 5 – Part 2

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

3. 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

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

5. 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

6. 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

7. 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

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

9. 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.

10. 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.

11. 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.

12. 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.

13. 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.

14. 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.

15. 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

16. Maslow’s Hierarchy of Needs

17. 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